the laurels primary school. forest school handbook · the laurels primary school. forest school...

The Laurels Primary School. Forest School Handbook

~ 1 ~


~ 2 ~

Contents

Ethos of Forest Schools Code of conduct at The Laurels Primary Forest School.

Entering the Forest Use of the Forest School areas Procedures for activities during Forest Schools sessions. Equipment for Forest School

Fire Fire policy Lighting the fire Fire circle seating Fire circle

Tools Tools and uses policy Tool ratio Tool guide

Building and creating policies Transporting and moving objects. Using string or rope. Scissors

Equipment and storage Equipment used in forest school. Storage

Policies Health and safety Safeguarding, confidentiality and Forest School. Equal opportunities and inclusion Disposal of food, litter and waste water policy

Risk assessments Managing risk (hazard, risk, accident, near miss, incident, safety p. 89) Process of managing risks Risks assessments:

Site Weather and general welfare Group & individuals Fire Knives Fire steel Bow saw Palm drill Loppers Billhook Mallet Shelters Transport (need?) Activities


~ 3 ~

Forest School Ethos

“I believe that being in nature is nourishment for the soul” Amanda Steele

Forest School is not a school. In the forest there are no levels, assessment or pressures. There is only the personal growth of each individual child. The Forest Schools aim is to provide the children with a number of experiences that will bring children closer to nature, new skills and most importantly themselves. In Forest School children are given opportunities to engage in a number of experiences that will engage, nurture and expand confidence and self belief using nature as the setting. The experiences are based around the children and are wholly for the children. The forest schools approach starts with the child and is altered and changed to enable each child to grow and develop to enable them to reach their full potential. Through engaging with nature in an outdoor learning environment the children are offered a more holistic approach to development, enabling them to engage with the skills and experiences. The Forest Schools approach encourages their imagination, self-esteem, desire to question and natural curiosity to learn in a place where the natural world and learning meet. The children will be offered a number of experiences that will enable them to learn about themselves and what they can achieve, as well as learning about the children they are learning with. The Forest Schools approach offers a rare environment, one where all the children can explore experiences without the fear of failing. Every achievement is celebrated and the ability to persevere is prized above all others. The children are given opportunities to self initiate their learning and achieve personal goals. In Forest Schools skills are shared as experiences, opportunities are given for practice and achievements are made. However there are no predefined ‘expectations of learning’. In Forest Schools the children are encouraged to take calculated risks in a safe environment where everyone is able to try, make mistakes and learn. Everyone is an expert at something. It is important for the children to see that every individual, child and adult alike find things tricky, it is how we move forward after ‘failure’ that is important. The outdoor nature of Forest School teaches children, and adults, to be flexible and challenge themselves enabling all children to achieve personal goals and to develop as a group. Children are taught to take responsibility for themselves and for others. They are introduced to the ideas that each action has a reaction. They are encouraged to think about how their actions could have a direct link to other people. Through the use of tools the children are engaged with the direct responsibility that they have to the person next to them. They are taught about the cause and effect of what they are doing. They become aware of the things that may happen if they are irresponsible with the tool that they are using. In a controlled environment they are trusted to follow the rules shared with them. The whole philosophy of Forest Schools is supported by the engagement between the people who are taking part, whether working independently, in a group or with one other person. The interaction between those in the group develops a bond that cements them as a team, enabling each member of the team to believe in themselves as well as feel equal


~ 4 ~

and valued.

Code of conduct Entering the Forest The Forest School area is a calm, positive environment where the children can enjoy being in and around nature. For this reason entering the forest school area needs to be done calmly and respectfully. When beginning a Forest Schools session the children and class adults are to be invited to enter the area, especially the fire circle. Only when all the children are showing calm attentive behaviour will they be invited into the Forest School. Use of the Forest School area. The Forest School is a first and foremost habitat for wildlife, we are only visitors. Therefore the Forest area needs to be treated with respect and left as it was found. Interactions between the group, including adults, and the area must have the welfare of nature at its heart. The ‘forest’ is there for us to engage with and enjoy, but once we have gone, there should be limited trace of our presence. All resources that are man-made needs to be collected and returned to school, unless specified by Forest School Leader. Each session will begin around the fire circle (the fire will not be lit before the children enter), once the children are seated and listening, the teacher/FS leader will recap the rules of the circle. Boundaries

When on school site there are clear boundaries. These may alter slightly if the school grounds are being used by other classes, and these alterations will be shared with the group as they occur.

Off site: in the event that we go off site and there are not designated boundaries before the session begins children are to be made aware of how far that they can explore and any fixed boundary markers should be identified. (The designation of boundaries may be carried out by children placing markers as far as they feel comfortable from the ‘meeting point’)

If children move to explore hidden areas an adult should also move into the cover deep enough to be able to see the children, but allowing the children the freedom to explore independently.

Using tools All tools have their own risk assessment and correct use methods. These must be adhered to at all times, by children and adults. Their correct use includes PPE (personal protective equipment), specific body postures and activities that the tool may be used for. (See tool risk assessment and guidance) Sticks Children can carry sticks that are shorter than their arms length. Longer sticks may be dragged, rolled or carried with other children. Children must be encouraged to think about their proximity to other children when moving sticks. Sticks must not be thrown or pulled from living trees. Stones Stones may be carried and relocated on the site. Stones must not be thrown. As long as consideration for what is below them has been taken they can be dropped.


~ 5 ~

Digging Children may dig as long as they are considering the impact that the hole may have on the habitat around them. Fingers and small sticks can be used for digging. The digging of large holes should be discouraged. Climbing Adult: child ratio must be 1:1. Check ground cover for sharp objects and check ‘climbing trees’ for loose and rotten branches. Children are allowed to explore to their own limits but adults should be near enough to catch if one should fall but far enough away to not be invasive. Don’t let children climb higher than your arm reach or chest height. Elsewhere unsafe but tempting trees will be marked with hazard tape. Collecting wood Wood is collected for fire lighting purposes. There are 4 thicknesses that the sticks should be graded into. Match stick size, pencil size, thumb size and wrist size. Eating and drinking Nothing found in the forest should be eaten. Children must be reminded not to put their fingers in their mouths or up noses. When eating in a predefined activity the children must first wash their hands or use alcohol gel. Rope and string Rope and string should not be used to tie other children up. Children should have the appropriate knots modelled to them by an adult, using a knot story. Toileting Children will be reminded to use the toilets before they leave the school building. If they need the toilet during the session the children should go with a partner into the school building. Behaviour Behaviour should be consistent with behaviour in the classroom. Any deviations from ‘in school behaviour’ should be dealt with as it would be in the classroom. The children should be reminded of the expectations for their behaviour in the forest area, and reminded how to keep themselves and others safe. Procedure for unacceptable behaviour: 1. Talk to the child involved until calmed down. 2. Remove other children from the area of risk, if it is deemed to be necessary. 3. Inform office and call for help as needed. 4. Debrief child after calm down period. 5. Log incident. 6. Inform parents/guardian 7. Create risk assessment, if necessary 8. Close supervision and monitoring of behaviour. Break times Play times will be slightly different on a Forest School day. The children will not take part in morning playtime on these designated days. Morning play time. The children will be taken by the teachers / TA to use the toilets. Meanwhile the Forest School leader, remaining TAs and any other adults will begin pouring the hot chocolate and toasting the marshmallows (or generating any other similar snack). Once the children return the snack will be distributed and adults will have the opportunity to refresh their drinks and use the toilets. (In most sessions there will also be a Kelly Kettle lit


~ 6 ~

while the children are using the toilets and therefore drinks can also be refreshed using this water) Lunchtime play. The children will join their key stage at the appropriate time for lunch time play and also their dinner sitting. TA lunch. TA’s will have their lunch as per timetables. Children may return to Forest before 1:30 but activities will be limited until the correct ratio of adults has been restored following lunch breaks. Leaving the site. We work according to the ‘leave no trace’ ethos. Shelters should be taken down (unless specifically needed for future session. All rubbish should be removed and disposed of in school. If artefacts have been found or made these may be taken off the site with the consent of an adult.

The responsibilities of the Forest School Leader are:


~ 7 ~

Promote and provide Forest School experiences which adhere to and apply the principles of the Forest School ethos.

Adhere to their own values, policies and procedure as outlined in their Forest School handbook.

Have an awareness of school/setting/organisation policies and possibly negotiate some issues with management if there are discrepancies between these and their own Forest School handbook

Undertake risk–benefit analyses and implement risk management systems. Ensure appropriate welfare requirements are in place for the group (clothing/shelter,

hand washing, drink & food, toilets). Communicate with all stakeholders, including landowners, other staff, parents,

management, participants, local community etc. Ensure appropriate ratios are maintained at their Forest School and provide clear

guidance and induction processes for helpers supporting their Forest School programme, to ensure a consistent approach.

Share planning and evaluations of sessions recorded with relevant staff. Record observations of individual learners learning processes and share with other

relevant staff. Reflect on their own practice; undertake continued professional development and

network with other local Forest School practitioners. Undertake a baseline ecological survey of the Forest School site, establish

environmental impact monitoring systems and create a simple management plan for the site for the duration of the programme.

Implement the management and maintenance of the Forest School area. This may be negotiated with the landowner. Ensure that equipment, tools and outdoor clothing are fit for purpose and

appropriately stored and implement maintenance schedules. Follow appropriate ratios and plan activities ensuring suitable levels of support

should be determined in advance depending on the types of activity and needs of the group:

The following minimum adult ratios will ensure appropriate support and supervision of vulnerable groups at all times:

Foundation Stage: 1 adult: 4 children Key Stage 1: 1 adult: 6 children Key Stage 2: 1 adult: 10 children For higher risk activities to ratios will be increased

Safeguarding Children, Confidentiality policy

Please see school policy in Office, overview of the policy is:


~ 8 ~

Everyone has a responsibility in relation to child protection. We are committed to:

taking all reasonable measures to safeguard and promote the welfare of each child and young person (pupil) in our care

the practice of safe recruitment in checking the suitability of staff and volunteers to work with children and young people

protecting each pupil from any form of abuse, whether from an adult or another pupil Our aims:

to raise awareness of individual responsibilities in identifying and reporting possible cases of abuse

to provide a systematic means of monitoring, recording and reporting of concerns and cases

to provide guidance on recognising and dealing with suspected child abuse to provide a framework for inter-agency communication and effective liaison to ensure that any deficiencies or weaknesses in child protection arrangements are

remedied without delay to ensure that safe recruitment procedures are operated to design and operate procedures which promote this policy and which, so far as

possible, ensure that teachers and others who are innocent are not prejudiced by false allegations

to contribute to the operation of appropriate health and safety procedures to have regard to and be consistent with relevant statutory and regulatory

requirements and guidance. In addition, adults working within Forest School need to appreciate that when children feel comfortable and content, when their instinct to trust and risk take is encouraged, they may be moved to disclose information which they might have otherwise kept to themselves. Any volunteer, or member of staff, who finds that a child is telling them something that concerns them should follow the course of action set out below in simple steps: 1. Listen to the pupil but ask NO leading questions. Allow the child to lead the discussion but do not press for details.

2. Keep calm and offer reassurance. Accept what the child says without challenge.

3. Make NO promises. You cannot ‘keep a secret’. You should make it understood that there are limits to confidentiality at the start of the disclosure.

4. Inform the Child Protection Officer (the Head teacher, Mrs L DeCarteret) or the deputy CPO’s (Ms. A Shanahan).

5. Keep an accurate, written record of the conversation, including the date, the time, the place

the conversation occurred in and the essence of what was said and done by whom and in whose presence. Keep the record secure and hand it to the CPO.

Equal Opportunities and Inclusion Policy Please see The Laurels Primary School policy in Office, overview of the policy is:


~ 9 ~

We are committed to giving each child the tools and the opportunities to achieve, irrespective of ethnicity, religion, attainment, age, disability, gender or background. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual children or groups of children. The Forest School programme promotes children's right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence. All children will be respected and their individuality and potential recognised, valued and nurtured. Forest School activities and the use of Forest School equipment will offer children the opportunity to develop in an environment free from prejudice and discrimination. We aim to provide all our children with the opportunity to succeed, and to reach the highest level of personal achievement. We will:

Ensure equality of access for all children Employ a range of styles, including collaborative learning, so that children can value

working together. Seek to involve all parents in their child’s education. Take account of the achievements, strengths and weaknesses of all children when

planning for future learning and setting challenging targets. Make best use of all available resources to support the learning of all groups of

children.

Ensure a common curriculum experience that allows for a range of different

learning styles;

Set challenging targets that enable them to succeed;

Support the children to enable them to participate fully, regardless of disabilities or

medical needs.

To ensure that all children are able to access the Forest Schools activities we have, and

always use:

A full stock of waterproof trousers, wellies, extra outdoor coats, hats, gloves and so on

We do have a stock of extra all weather clothing but ask that both parents and children

think about the usefulness of their clothing for outdoor activities, and to be aware that

they are likely to take some of our mud home with them after a session at school. We

encourage a measure of risk-taking, always under close adult supervision, and actively

foster friendships and collaboration between children who do not always get along in the

usual course of events. Forest School activities are always designed to produce success

and enjoyment, even if this seems to be of a transitory nature. The forest environment is

one to which we all have an entitlement and we believe the happy experiences we have

there will linger in the memory for years to come. Children with medical needs or

disabilities will be helped so they can take as full a part as everyone else in Forest School

sessions. Those with challenging behaviour are risk-assessed and may need one-to-one

supervision, but their entitlement remains the same.

Behaviour

At Forest Schools behaviour is not considered the marker of a child. It is something


~ 10 ~

someone does, not who they are. All behaviours that children display are individual to each child and often there are underlying reasons for why a child choses to display behaviours that are not consistent with the rest of the group. Therefore under the right conditions we can help them with different coping strategies, instead of reverting to their ‘most common’ behaviour. Forest School’s is about the whole child, therefore by generating conditions where by the child is given another option we are sharing a new strategy. Forest Schools is about developing all aspects of a child’s personality, including emotionally therefore allowing their self-esteem to increase and allow them to make other choices when they meet challenges. Forest School behaviour expectations

Listen when adult is talking Take turns when talking with your peers, listen to what they have to say Keep to the Forest School boundaries agreed with Leader Be aware – keep yourself safe – look around you – take care Keep your friends safe too Use Forest School language – kind words always and be polite Be patient with each other, everyone learns at different rates

Behaviour Policy On Forest Schools Leader and adults must model positive behaviour to generate and maintain a positive atmosphere at the site.

The person must be considered separate to their behaviour. Prior to any session mutual behaviour guidelines will be agreed. Positive behaviour management must be maintained at all times. Create time for participants to discuss their feeling/issues. The tasks will be planned to ensure that they are achievable and do not set

participants up to fail. Coping strategies are to be developed with participants who display challenging

behaviour to allow them to choose to make a ‘better choice’ instead of their habitual one.

Sanction procedures are clear and open. Ensure children’s achievements are praised. Teaching methods need to be well matched to the child’s needs both academically

and socially. Whole group rewards can encourage positive peer pressure.

Procedure for unacceptable behaviour: Follow procedures of The Laurels Primary School behaviour policy.

1. Talk to the child involved until calmed down. Should it escalate;

2. Give a choice/warning. 3. Remove other children from the area of risk, if it is deemed to be necessary. 4. Inform office and call for help as needed. 5. Debrief child after calm down period and hold restorative enquiry and reach

agreement as to how the problem will be repaired. 6. Log incident. 7. Inform parents/guardian


~ 11 ~

8. Create risk assessment, if necessary 9. Close supervision and monitoring of behaviour.

Behaviour that the Forest School Leader deems dangerous will result in child being excluded from the session immediately

Methods of encouraging behaviour Celebrating & promote positive behaviour

Model positive behaviour Agree mutual behaviour guidelines prior to session. Create a calm environment Reward the ‘right choices’ Allow opportunities for discussions of feelings / concerns. Engage the children. Ensure that activities are achievable, enabling children to be challenged, but not set

up to fail.

Reducing challenging behaviour Practitioners separate the behaviour from the person Practitioners and participants both follow behaviour guidelines. Practitioners challenge inappropriate behaviour in an appropriate way Sanction systems are clear and open Develop ways of ‘coping’ with children.

Essential Equipment for each Forest Schools session. Happy bag In addition to tools and equipment needed for each session the Forest School leader will always take an emergency bag with them. This is the happy bag. The happy bag will be the responsibility of the Forest Schools Leader and will be positioned in an obvious place during each of the sessions. Before each session the contents of the bag will be checked by the Forest School leader.

The Happy Bag


~ 12 ~

The essential equipment that the Happy Bag contains:

First Aid kit Burns kit Emergency procedures Casualty monitoring sheet. Medical information for each individual and Emergency contact details for every

member of the group (adults & children) Risk Assessments Communication Devices (mobile phone and/or walkie talkie – checked for working order

and signal strength) Clean Water Emergency whistle Emergency Life Blanket (Space / foil blanket) Accident forms Medication for individuals (if not appropriate for the individual to carry the medication

for themselves it should be clearly labelled) Appropriate Clothing Sugary food Duct tape

The non-essential equipment that the Happy Bag contains will vary depending on the time of year and weather conditions, the site being used, and the planned for activities according to the relevant risk assessments and daily risk assessment. First Aid Kit will contain

Contact Cards (location using postcode and OS grid reference) Vinyl / non-latex gloves Bandages Triangular bandages Plasters Wound dressings Tick remover Eye pads Saline wash Safety pins Individually wrapped adhesive dressings. Tuff cut scissors Individually wrapped moist wipes Face shield Instant ice packs.

Clothing

The clothing that is worn on the Forest Schools day is very important, especially if going ‘off site’. The clothing worn will protect from extremes of heat or cold as well as cuts and scrapes. Members of the group, child or adult that are not wearing appropriate clothing will not be permitted to partake in Forest Schools sessions. Clothing needed for Forest Schools days.


~ 13 ~

Winter: Vest and T-shirt

Long sleeved top

Sturdy outdoor shoes –walking boots or sturdy trainers.

Waterproof trousers

Warm socks (possibly more than one pair)

A waterproof coat with a hood.

A jumper or fleece (Many thin layers are best for warmth.)

Trousers.

Gloves, scarf and wooly hat in autumn and winter

Summer

Long sleeved T-shirt or top Light trousers Socks Sturdy outdoor shoes –walking boots or sturdy trainers Sunhat Sunscreen.

Fire Policy Campfires are an important part of Forest School and are used in many sessions. The Laurels Primary School aims to ensure that all children and adults participating in Forest School sessions with fires will do so safely and with as little risk to their health as possible. Location

Only previously agreed areas will be used for campfires Campfire areas are enclosed by logs to prevent the spread of fire.

Positioning of Children and Adults


~ 14 ~

Fire areas are surrounded by seating logs at least 1.5 metres from the fire pit. When the campfire is in use, children are not permitted to access the area without

permission. When allowed to access the campfire, children must walk around the outside of the

seating logs and wait for permission to step over. Once permission has been given, they must sit, ensuring legs are drawn into the log and not outstretched.

Once seated around the campfire, the children must remain seated until directed by an adult to move.

Children will be taught how to change seats by standing, stepping over the log and then walking around the outside of the seating area. They must never cross the inner area.

Long sleeves and trousers must always be worn. Children are not permitted to throw anything onto the fire. Advice on the appropriate way for dealing with smoke will be given to the children: they

are advised to turn their head to one side, placing their hand across the face, to close their eyes and count to 30 (or ask an adult/peer to count for them)

If there is a clear wind direction, seating in the line of smoke is to be avoided. If wind direction is variable, the leader should rearrange the seating if at all possible.

Safety and Responsibility

1. Lighting and keeping fires burning Only adults are permitted to light fires. This will

usually be the Forest School Leader. Fires are lit using fire lighting blocks, newspaper and

matches or a strike stick. No flammable liquids are to be used to light or accelerate fires.

No plastics are to be burnt. If sessions involve children adding fuel to the fire, this must be

done with one to one adult supervision. Sticks/wood must be placed, not thrown, from

the side of the fire. The hand should never go over the fire. 2. Extinguishing fires All fires

must be extinguished at the end of a session. Water should always be to hand during

campfire sessions. Whenever possible, all fuels should be burnt off to ash. Forest School

Leaders should ensure that any large remains of wood are separated from one another. At the end of the session, the fire must be doused down with water and stirred until all smoke

and steam has ceased. Large build ups of potash, from several fires, need to be dispersed. This must only be done when it has totally cooled, preferably the following day. It should be finely scattered throughout the woodland to enable natural decomposition. Fires and the use of Kelly kettles are an important part of Forest School and other sessions. During forest School sessions the Forest Schools leader and other members of staff aims to ensure that all people participating in sessions with fires and/or storm kettles will do so safely and with as little risk to their health as possible. Fires will only be used where it is appropriate to do so and where there has been an agreement with the site owner prior to the session. ● Leaders will explain to participants the importance of using only dead wood for fires and also of the importance of dead wood as a habitat ● Smoke inhalation will be reduced by burning dead wood. Those in smoky areas will be encouraged to move to less smoky areas ● Fires will only be lit in suitable defined spaces or in a fire wok ● Participants will only be allowed to light fires under direct supervision of a trained leader using suitable materials and equipment ● All participants will be given clear guidelines about how to behave and move around the area when the fire or kettle is lit ● A lit fire will be supervised by an adult at all times, as will all cooking activities ● Related safety equipment, including heat-proof gloves, a fire blanket, a burns kit and water will be kept within close range of fires ● All fires should be fully extinguished and all traces removed at the end of a session, except where the landowner has agreed that a designated fire pit may be used repeatedly


~ 15 ~

Food Hygiene & Eating All participants on activities will be encouraged to wash their hands with water and soap, which will be provided, before eating food. During some sessions, we may cook items such as popcorn, damper bread or marshmallows over the fire. At least one member of Forest of Avon Trust staff will hold a current Food Hygiene Certificate and will ensure that safe procedures are undertaken accordingly.

Fire policy A fire session should not go ahead if the leader does not have confidence with the group

or the weather is unsuitable e.g. changing wind conditions. Fires are only allowed in the designated fire area Only have a fire if it is relevant to the session The group needs to be made aware of the dangers and be instructed in fire safety. Fire must be within a circle which has a fixed boundary 2 metres away. This boundary

will be formed of logged seating. Strictly no thoroughfare when the fire is in situ. Adults and children are only allowed up to the perimeter of the fire circle if invited in at

the discretion of the leader. A bowl of water should be on hand for burns and to extinguish the fire at the end of the

session. If water is to be heated, storm kettles are recommended. Different containers/methods

could be used with older children at leaders’ discretion following risk assessment. It is essential that there is an adult within the fire circle at all times so the fire is never

left unsupervised. Care should be taken when selecting food to be cooked. Care should be taken with hot

food especially those with a high fat content e.g. marshmallows. Do not overfeed the fire. Fires need to be extinguished at the end of the session by

pouring water onto the fire are making sure it is thoroughly extinguished and no embers are still smouldering.

The position of the fire should take into account the ground surface, overhanging branches and nearby foliage

Fire Circle - Seating

The area should be visibly risk assessed by the Forest School leader before use and the log seats to be checked for stability before the children arrive.

The rules and safety talk about exciting and entering the fire circle must happen before each session and the fire is lit.

The children must be reminded how to step out of the fire circle and NEVER cross the circle, even if the fire is not lit.

The seating area will consist of logs and will be placed 2 meters from the fire perimeter of the Fire Circle.

No one can approach the fire circle perimeter unless they have been invited to do so by the Forest School Leader.

Fire circle

Entrance to the Fire circle

Seating 2 meters from

fire

Log seats to be checked

before use.

Fire perimeter not for children

to enter unless asked to by

leader.


~ 16 ~

Lighting a fire

The fire is the responsibility of the Forest School Leader and before each session they will explain what will happen and reasons to extinguish the fire with the other adults before the children arrive.

The fire should only be lit once all the correct fire safety equipment is in place. (See essential equipment list.)

An open fire will only be lit within the fire circle (unless fire lighting is the activity). A lit fire will not be left unattended at any point and there must be one adult in the circle

at all times. Discuss, before lighting, the rules and guidelines about behaviour around the fire and

what is acceptable and what is not. If a situation or behaviour looks like it is becoming dangerous then the fire must be

extinguished immediately by the Forest School Leader or the adult helper on request of the Leader.

ESSENTIAL EQUIPMENT for fire

Flame retardant Gauntlet gloves Bucket of water (if children are fire lighting one bucket per group) Fire steel Vaseline Cotton wool

Tools A range of tools will used in a number of Forest School sessions. It is an important part of our work as it enables participants to develop new practical skills that help develop self-confidence. People participating in sessions with tools do so safely and with as little risk to their health as possible. Initially the children will use palm drills and once competent will progress onto the use of Bow saws, knives and Bill hooks. The Forest School leader will be the supervising adult when tools are being used and the ratio will be no more than 1:6. The Forest School Leader is First Aid Trained and should have a First Aid kit with them or know where one is close by. Whatever the activity, the safety of all involved is of paramount importance. The Forest Schools Leader will give a safety talk each session and will explain how to use each of the tools safely (the tool talk).


~ 17 ~

All activities using tools are fully risk assessed. The following guidelines are to be followed when using tools:

A tool session should not go ahead if the leader does not have confidence with the group.

Tools should be locked away safely in a suitable place when not being used for Forest School.

If a child is not using the tool safely the activity will be stopped and safety instructions given again.

The Forest School Leader will check all tools are fit for continued use before the session Only tools that are in safe working order shall be supplied for use Children must never be allowed to help themselves Tools are given out for a purpose and all adults should model their correct use, storage

and transportation at all times. Correct and safe use of sharp tools will be demonstrated to all staff and participants

prior to the tools being given out. The ratio will be no more than 1:6 when using tools. Tools should be counted when handed out and counted back in again when finished All groups are to be supervised closely by competent leaders until deemed competent

to work with limited supervision Forest School leaders are responsible for the suitability of the tools for the activity

chosen. Adults should support, not interfere, with learning. They may assist with the use of tools

that the learner is not competent to use yet to enable to learner to carry out their task. Tools should be kept in a designated safe area when not in use - none should be left

unattended outside this area All knives will be closed/ sheaved immediately after use Saw guards will be replaced immediately after use Walking around with open/ unmasked tools will not be permitted Safe working distances and suitable ratios must be maintained at all times All group members will wear suitable boots/shoes and outdoor clothing for the activity

they take part in. Where any cutting or felling is taking place, helmets should be worn, and gloves

provided for handling brash etc.

Health & Safety

Health & Safety Policy Forest School programmes may include activities that are considered higher risk than usual for participants. Each activity will be assessed not only for the risks but also the potential benefits too. However, the risk will be reduced by following appropriate procedures for more risky activities, such as tool use and fires, and by carrying out risk assessment covering key hazards that participants may come into contact with during a session. The Laurels Primary School Health and Safety Policy sets out a clear statement of intent regarding the School’s approach to the health and safety of its children, staff and visitors to the School. The following are additional measures relating directly to Forest School sessions.


~ 18 ~

1. However many adults accompany Forest School sessions the person in charge is always the trained Forest School Leader. 2. The Forest School Leader has overall duty of care for the children in his/her charge, but all adults are required to take all reasonable steps to ensure children are safe. 3. All adult helpers must sign and date a form to show they have read this handbook and appropriate risk assessments and understand and agree to comply with the general operating procedures for Forest School. 4. Whenever the group is off site the Forest School Leader will inform the owners and the grounds staff of the group’s whereabouts and for how long we intend to stay. 5. The Forest School Leader or Assistant will carry a First Aid kit. 6. The Forest School Leader or Assistant will always carry an Emergency Bag. 7. The Forest School Leader will ensure that the Emergency Bag (Happy sack) is correctly stocked. 8. The Forest School Leader will always carry a mobile phone and will ensure that there is easy access to a land line if the group is out of range. 9. In the event of an emergency, the Forest School Leader will ensure that the School contacts the emergency services. If contact with the School is lost the Leader will contact the emergency services. 10. The Forest School Leader will review the risk assessments before every trip to West Lodge and before every school-based session. 11. When tools are used the adult: child ratio will always be appropriate to the activity and the children carrying out the activity. Risk / Benefit Analyses We believe that, while there are risks that must be considered, there are also a wide range of potential benefits that can be gained by those involved. We also recognise that taking risks is an important part of learning and developing and we want to provide a safe and supportive environment in which participants can learn about risks, challenges and personal safety. Consequently, we will use a risk/benefit analysis in our assessment of our sites and activities. On Site Risk Assessment Procedure Forest School sites must be safe and easily accessible, so whenever possible we will visit and assess sites before activities take place. During our assessment we will seek to identify significant hazards and take action or precautions to reduce the risk to a safe level (see safety sweep to be used in conjunction with pre-existing risk assessments). The location of the site and its grid reference are noted in the Site Information page of this Handbook. All staff and volunteers will have access to this information in case the leader is unable to attend to an incident. We will make agreements with landowner (when off-site) and explore specific site issues if necessary. Whilst doing this we will identify any hazards and implement the necessary controls, check for mobile phone coverage and access in case of emergency, and assess


~ 19 ~

toilet facilities. We will ensure all staff and partners are provided with a copy of the risk assessment prior to an activity. When and where possible, we will carry out a last check of a site prior to the arrival of a group (see safety sweep on following page). Changing weather conditions and visitors to the site can create new challenges, such as fallen branches and litter. These will need to be assessed and may alter previously arranged activities.

Safety Sweep

Date: Time: Name of Leader / teacher:

Weather:

Checklist Yes/No Comments Fallen Branches

Low branches Protruding thorns

Brambles / Nettles


~ 20 ~

Slippery areas Broken glass / needles

Vandalism / Intruders

Weather effects

Standing water Boundary line/ fence

Camp fire

Happy bag

Equipment ready Tool storage

Tools ready Spare clothes

Other hazards identified

Action taken Weather Checks and Handy Hints • Use a local forecast. Outline of conditions that may lead to a cancellation of a session: • A rough guide is don’t enter woods in winds of force 4 increasing to 5. • In windy conditions keep a watchful eye on the surrounding tree branches. • Leave the wood if substantial tree branches are blowing at 20 degrees or more. • Be aware that it is possible for tree limbs and branches to drop on any day. • Check Young Peoples clothing before going out on cold days. • Carry spare clothing and a shelter sheet, such as a parachute. • If the children are getting too cold either warm them up through exercise, shared shelter, sitting by the fire or going inside.


~ 21 ~

Toilet policy On Site Toileting Procedure Children are toileted before leaving school building. Children can return to School (Forest School on site) through allocated door agreed prior to session, in pairs. Toileting For off site visits without toilet facilities, Encourage everyone to use the toilet before coming on site. Prior to the session a suitable location away from the work area will be located. A site is allocated with a cross of sticks, 40 metres away from public paths and water courses. A screen can be used to provide privacy and a toileting kit placed at this location. Eco friendly toilet paper is used.


~ 22 ~

A hole of app. 6-8 inches is dug. Children are told that they can use a stick if they have missed the hole. Earth is replaced after completion. Children wash their hands with plant spray, which qualifies as running water, or milk bottle rose and use antibacterial solution. Hands are dried using paper towels which are collected and recycled after return to school. Toileting kits contain: ● Toilet paper ● Wet wipes and cleaning gel ● Nappy bags ● Small trowel ● Tarps to make a modesty screen ● Spare pants and jogging bottoms

Daily Operating Procedure What to do before each session Forest School Leader to check that all risk assessments are in place, particularly the daily risk assessment and carry out appropriate tasks. Forest School Leader to ensure that there is correct staff/client ratio and that all staff are familiar with this handbook. Register to be completed by Forest School Leader. Forest School Leader to complete equipment check prior to each session. What to do during the session Ongoing risk assessment – weather, behaviour, safety, activities by Forest School Leader. Head count


~ 23 ~

What to do after the session Site must be left with no rubbish or equipment or remains of campfire. All resources returned and stored in Forest School Shed. Tool Check

communication Strategy This communication strategy explains how those involved with Forest Schools Participants Participants will be asked to evaluate the programme through verbal feedback, videos, writings and drawings. These will be opportunities for them to express how they feel the programme is going and to engage with the process of developing the future sessions. Participants’ contact person (teacher, support staff or parent) Forest of Avon Trust will request that all those leading or supporting sessions read our Handbook before their group’s sessions begin. Parents/carers of each participant will be asked to complete a consent form. The group’s contact person will be asked to provide medical and behavioural information about each participant and confirm that they understand the programme and the handbook. Verbal feedback will be sought from the contact person on a regular basis, and will be asked to complete an end-of programme evaluation form. Parents will receive information about the outcomes of the sessions through photos, a display or report. Assistants & Volunteers All adults present at the forest school must sign a form to confirm that they have read, understood and agree to comply with Forest of Avon Trust’s forest school Handbook before the start of the programme or session they will take part in. Assistants and volunteers will be informed of the plan for each session in advance by email or telephone and invited to provide input. They will be asked to provide feedback on how each session went verbally or written, as preferred. Other Interested Groups Following an evaluation of the sessions a case study or report will often be produced and this will be shared with others, such as other schools, forest school leaders, etc. Emergency & Serious Incident Procedure Emergencies are never wanted, but they are a possibility, and so all leaders are familiar with appropriate emergency procedures. Most emergencies can be resolved on-the-spot by the leader removing the group from potential threat and providing first aid. However, in the event of a serious incident, which could arise as a result of an injury, illness or threat, emergency services should be contacted and the following procedures followed (see emergency plan):


~ 24 ~

1. Secure safety of whole group from further danger. Stop all work/activities if safe. Call in and locate group promptly as agreed with group in advance. If possible, remove whole group from any further danger or threat of danger.

2. First Aider to attend to any casualties with adult helper and with regard for maintenance of required supervision ratios for the rest of the party. At least one first aider must be on site at all times. A record of changes in casualties’ state and anything administered to them to be made if possible.

3. Emergency services contacted as necessary, ideally by an adult helper. Charged mobile phones are carried by staff. Despatch a designated driver to meet emergency vehicle at the entrance where possible/necessary. Give following grid references to 999 operator: Nearest location accessible by Emergency Vehicle:

4. Safety of the rest of group will be maintained by the remaining staff and adults away from the scene of the incident.

5. Informing next of kin should be carried out as soon as practicable after the incident by the Head Teacher, Mrs DeCarteret.

6. Inform management of any major incident as soon as possible. Following this as soon as is possible the landowner of the site should also be informed (if off school site)

7. Incident report and/or first aid book should be filled in on site. This should be filled in whenever the emergency plan is used even if no one was harmed and it was just a near miss.

Site Information page


~ 25 ~

Site address: Winterbourne Way West Durrington Worthing West Sussex Postcode: BN13 3QH Telephone number: 01903 830 901 Local medical facilities The nearest 24/7 Accident and Emergency department is at Bristol Royal Infirmary, which is 3 miles from Ashton Court. Upper Maudlin Street, Bristol BS2 8BJ 0117 923 000 For non-emergency ailments use the Bristol City Walk-in Centre (NHS), located in the city centre. Appointments are not needed before 4pm. Open Monday - Saturday 8am - 8pm. Broadmead Medical Centre 59 Broadmead, Bristol, BS1 3EA 0117 954 9828 Session Routines Equipment First Aid Kit Pro forma consent forms Risk-benefit analysis


~ 26 ~

First Aid book Incident log Emergency Procedure Mobile phone Tools & firelighting kit Handwashing kit Fresh water/water carrier Personal protective equipment Emergency bivi-bag Spare clothing Fire blanket Toileting kit Setting Up 1. Carry out a session risk assessment of site and advise/act accordingly 2. Collect necessary equipment and restock first aid where necessary 3. Meet and register group 4. Check phone signal Session Opening 1. Introductions of any new faces 2. Make the group aware of new hazards or medical considerations 3. Check that they are all wearing suitable clothing and footwear 4. Take the group to the location 5. Form an opening circle 6. Describe or walk the boundaries for the day 7. Engage children in the development of rules and guidelines for the day 8. Describe the day’s activities During the Session • Visually check all equipment before use • Check on pastoral needs of group • Conduct a head count, as needed • Ensure appropriate personal protective clothing is worn Closing the Session 1. Extinguish any fires properly 2. Count any tools used into their bag 3. Remove structures 4. Check for litter etc. 5. Collect the equipment 6. Form a closing circle 7. Conduct some type of evaluation with the group (questions, talking stick or drawing) 8. Walk the group to the pick-up point 9. Bid farewell to the group 10. Thoroughly check equipment 11. Complete the appropriate evaluation forms


~ 27 ~

GENERAL WELFARE AND WEATHER RISK ASSESSMENT Location: The Laurels Primary school Assessor

: Sarah Tester Date: June 2015 Review date: June 2016

Hazard Harm People at Risk

Existing Preventative Measures

Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25

New Preventative Measures

Who? When?

Benefits

1 Weather Harm caused by extreme weather

Forest school participants & leaders

Leader will check weather report prior to session and alter session accordingly. Letter to parents on previous day to advise appropriate clothing. Explain to the group the actions of bad weather.

1 1 1

2 High winds Falling branches / trees. Wind chill.


Group will not enter the woodland when wind is high. On days where wind speed may increase monitor regularly.

1 5 5

3 Inappropriate footwear and clothing

Sunstoke/ sunburn/ cold induced conditions twisted ankles/ trips


Leader to provide list of appropriate clothing to pupils and staff prior to session. Leader to arrange borrowing of extra clothing if needed. Reminder letter sent to parents to specify ‘weather specific’ clothing. Alter session if group are inappropriately clothed.

2 4 8

4 General health and welfare

Hunger / thirst / dehydration


Leaders to provide appropriate advice and manage wellbeing of group. Ensue regular food and drink breaks. Ensure allergies are considered.

1 2 2

5 The sun Sunstroke / sunburn / heat stroke


Staff and parents / carers to be advised to apply sun cream and bring sunhats. Leaders will carry sun cream but will not apply it to individuals. Appropriate clothing letters to be sent to parents.

1 2 2

6 Medical problem

Allergic reactions / specific medical conditions


Leader to use individual and class risk assessment form to ensure they are aware of allergies / medical conditions Teacher to liaise with ST prior to session. Medical forms to be brought on visit.

2 5 10

7 Medical condition or accident

Accident or health problem occurring.


St trained in Outdoor Paediatric First Aid, group leadership, hazard perception and carries a first aid kit. Leaders to contact emergency services. Carry medical information forms. Leader will take control of any accident / health situation

2 4 8


~ 28 ~

8 Hot food or drink

Burns / scalds Forest school participants & leader

Procedures for hot food and drink – must be seated –allow time to cool – check with tip of tongue or base of lower lip.

2 2 4

COLLECTING NATURAL MATERIALS RISK ASSESSMENT

Location: The Laurels Primary school Assessor:

Sarah Tester Date: June 2015 Review date: June 2016

Description of activity: Activities that involve collecting natural materials



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

2 Branches & roots

Slips, trips, bangs, falls, scrapes

Forest school participants & leader

Woodland site risk assessment completed. Group to be made aware of potential hazards before entering woodland.

2 3 6

3 Lifting Back injury, muscle strain etc.


Lifting procedures and policy to be followed. All adults to be made aware of procedures prior to session and asked to remind children throughout.

2 4 8

4 Insects & plants

Stings. Anaphylactic shock


Area risk assessed. Leader aware of areas that contain stinging plants and insects.

2 4 8

5 Litter and debris

Cuts. Forest school participants & leader

Area risk assessed and checked prior to session. Children told to inform adults of hazards. Adults to remove from site using gloves or a litter picker.

2 2 4

6 Faeces Infection and disease


Specific areas that are known to be frequented by cats to be checked prior to session. Children told to inform adults and adults to remove from site wearing gloves.

4 2 8

7 Uneven ground

Trips, sprains, twists, falls and slips.


Area risk assessed to identify potential trip and slip hazards.

3 3 9


~ 29 ~

8 Low branches and trees.

Banging, poking, grazing, harming eyes


Areas chosen to avoid sites with eye height branches. Children advised of hazards that the branches may cause. Model to children how to move and hold branches for other members of the group if they are passing them

4 3 12

Group advised to move carefully around the woods and informed of hazards that branches may cause.

ST Before session begins and reminded throughout session

9 Lifting and swinging sticks

Bangs, pokes, scratches, damage to eyes.


Lifting and moving wood procedures in place. Group shown how to lift and carry sticks correctly. All adults to control a situation where branches are not being carried correctly.

2 4 8

10 Fungus Poison Forest school participants & leader

Area check prior to session and any areas where fungi identified to be restricted. Children shown fungi / pictures of fungi and told not to touch. No eating / touching

1 5 5

11 Toxic plants Poison Forest school participants & leader

Area check prior to session and any areas where toxic plants are identified to be restricted. Highlight area to adults and children shown plants/ pictures of plants and told not to touch. No eating / touching

1 5 5


~ 30 ~

BUILDING SHELTERS RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involve building shelters

Hazard Harm

People at Risk


Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25

New Preventative

Measures

Who? When?

Benefits

1. Woodland site Harm caused by branches, terrain etc,


Woodland Site specific Risk Assessment completed. The group will be made aware of aspects highlighted in the Woodlands Site Risk Assessment. ST to ensure that aspects from the Woodlands Risk Assessment are highlighted

2 2 4

2. Collecting natural materials

Pokes, grazes, sprains, twists, strains


Collecting Natural Materials Activity Risk Assessment completed. The group will be made aware of aspects highlighted in the Collecting Natural Materials Activity Risk Assessment. The Leader needs to ensure all areas are covered before the activity begins

1 2 2

3. Knots slipping Rope burn, bumps from falling wood.


Specific knots and lashings are used for larger shelters. Groups to have practiced and understood lashings before being involved in larger scale constructions. ST to check groups understanding of knots and lashings before construction begins. Do not complete activity if unsure.

2 3 6

4. Shelters collapsing.

Rope burn, bumps from falling wood.


Group advised how and where to construct their shelters. Site chosen and materials being used must be appropriate to the type of shelter bring made. Diameter of materials used above head height not to exceed that of the supporting branches. ST and adults to monitor shelters being made closely to identify support amendment to potentially hazardous shelters.

1 4 4


~ 31 ~

5. Branches sticking out from shelter

Poking eyes on shelter


Group advised to avoid using materials with potentially dangerous spikes on them. Materials being used to be monitored by ST and other adults. Ensure that group is aware of potential hazard.

2 4 8

6. Branches in shelter at head height

Banging heads. Forest school participants & leader

Group advised not to run or move quickly in or out of the shelters. ST and other adults to monitor shelters closely highlighting potential hazards

3 3 9

7. Branches, roots, string or rope

Trips and falls Forest school participants & leader

Procedures are followed to ensure equipment being used for shelters is being stored appropriately. Group are aware of how they should be stored to avoid trip hazards occurring. ST and adults to ensure area is being kept clear and free from potential trip hazards.

3 3 9

8. Injury from use of tools

Cuts Forest school participants & leader

Procedures are followed for tool used before activity begins. Children given tool talk and instructed how to follow Safe Tool Use procedures to ensure area is kept safe and tools handled correctly. ST and adults to monitor use of tools and ensure that safety equipment is worn

1 5 5

9. Lifting heavy items

Back injury, muscle strain etc.


Lifting procedures and policy to be followed. All adults to be made aware of procedures prior to session and asked to remind children throughout. Group to practice lifting techniques and to be encouraged to work as a team to carry heavier items. ST to ensure group are confident in lifting techniques before any heavy lifting

2 3 6


~ 32 ~

ACTIVITIES USING ROPE OR STRING RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involve the use of rope, string, straps and other materials that are used for forming loops and tying that could cause entanglement.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Visibility of rope / string / tying material.

Tripping, harm caused by walking into lines across paths.


Rope being used to span paths / tracks that may be a hazard to be brightly coloured or marked clearly to increase visibility e.g. with plastic bags / objects hung off the cord. Adults to monitor locations of ropes and encourage repositioning if necessary.

2 3 6

2. Rope slipping Rope burn Forest school participants & leader

Gloves to be worn if the activity involves pulling a rope. Adults to monitor use of rope and to control activities that involve pulling on rope.

1 2 2

3. Rope positioned low to the ground

Trips / falls Forest school participants & leader

Ropes to be brightly coloured and to be marked with objects that increase visibility. Groups’ encouraged to be considerate of other people when positioning the ropes to ensure they are not a trip risk. Adults to monitor and assist in repositioning where necessary.

2 2 4

4. Loops of rope Entanglement resulting in trip / fall etc


Ropes to be brightly coloured and to be marked with objects that increase visibility. Loose rope not to be left on floor and to be secured / tidied away when appropriate.

2 2 4

5. Neck height rope

Catching neck on rope.


Ropes to be brightly coloured and to be marked with objects that increase visibility. Groups taught to avoid putting ropes at neck height where people could walk into them. Adults to monitor and advise where appropriate.

2 2 4


~ 33 ~

ACTIVITIES USING BLINDFOLDS RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involve one or more members of the group using blindfolds.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Blindfold /material

Tying the blindfold too tight.

Forest school participants

Blindfolds to be made from soft materials or use blindfold goggles. Leader to check blindfolds before activity begins.

1 1 1

2. Branches / trees

Walking into branches or trees

Forest school participants

Group to be made aware of dangers when blindfolded and the harm that could be caused by leading someone to a hazard. No child to be left unattended when blindfolded. Use blindfold goggles as a preferred method allowing the blindfolded child to remove quickly if they feel unsafe. Adults to monitor.

2 3 6

3. Roots and branches

Trips / slips Forest school participants

Ensure groups are told to watch out for trip / slip hazards before activity begins, remind if necessary throughout. Explain to the group how and when to communicate with the blindfolded person about imminent hazards. Adult to monitor.

2 3 6

4. Sharp items / branches.

Cutting Forest school participants

Wear gloves if appropriate. Assess area for sharp items and advise children of these before they begin the activity. Explain to group to investigate gently as there may be sharp parts. If working in partners encourage the un-blindfolded person to take responsibility for their partners’ wellbeing.

2 3 6


~ 34 ~

5. Trees / low branches

Banging head Forest school participants

Group must be made aware of dangers of leading someone who is blindfolded. If working in partners encourage the un-blindfolded person to take responsibility for their partners’ wellbeing.

2 3 6

LEAVING THE GROUND RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involve any individuals leaving the ground.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Fall Head injury Forest school participants

Distance from ground specified. Area cleared. Group must understand that instructions must be followed specifically the height from the ground. ST must control event.

2 4 8

2. Lifting Back strain. Forest school participants lifting.

Lifting procedure to be followed to prevent back strain. The group need to know and practice the lifting procedure. ST to control at all times. Adults to help monitor.

2 4 8

3. Being dropped.

Bumps / breaks / head injury


Lifting procedures to be followed correctly. Group to have practiced lifting procedure. ST to control the whole activity. Adults to monitor.

2 5 10

4. Hitting the ground.

Bumps / breaks / head injury


The area selected for these activities is soft with any stones/branches removed . Group to have

practiced lifting procedure. ST to control the whole activity. Adults to monitor.

2 5 10


~ 35 ~

5. Walking into ropes

Trips / slips /falls / catching neck

Forest school participants & leaders.

Ropes to be brightly coloured and to be marked with objects that increase visibility. Groups’ encouraged to be considerate of other people when positioning the ropes to ensure they are not a trip risk. Adults to monitor and assist in repositioning where necessary.

3 2 6

6. Ropes failing Falls / head injury / breaks


All equipment to be checked regularly and before use for wear / faults etc that will prevent the ropes meeting specified standards. Ropes to be decommissioned if faults found.

2 4 8

7. Fall from tree Falls / breaks / head injury


Height limit set – where they are happy to jump from. Permission slips complete. Avoid in wet conditions. Show leader tree first, clear area below of logs, stones etc. Clear and/or highlight any branches to avoid. Adult to remain close by. Leader to ensure group know the safety precautions – which trees to avoid, height is made clear to pupil, adult remains.

2 5 10

8. Branch Breaking

Falls / breaks / head injury


Identify trees / branches to be avoided. Test using ropes (take weight with feet slightly off the ground). ST to make group aware of trees and branches that they should avoid and how to spot weak branches etc.

2 4 8

9. Hammock Injury from hammock


Identify trees / branches to avoid. Adult to supervise construction. ST to make group aware not to swing the hammock.

1 2 2


~ 36 ~

FIRE RISK ASSESSMENT

Location: The Laurels Primary school Name: Sarah Tester Date: June 2015

Description of activity: Activities that involve the lighting of fire.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Flames and embers

Burns Forest School participants

Make sure all students stay outside the 1.5m safety zone of the fire, this will be marked with logs Tell students they may only walk around the outside of the ‘fire circle’ if they need to move Ensure students are told not to throw wood etc. into the fire Ensure students do not hold stick ends in the fire Heat proof gloves to be used.

3 4 12

Social experience

2. Smoke Smoke inhalation

Forest School participants (especially those with asthma)

Make students aware that they may move out of the line of smoke if necessary Keep smoky side of the fire clear Teacher to administer inhaler before joining fire circle.

3 3 9


~ 37 ~

3. Cooking equipment

Burn whilst cooking


Ensure ‘crowding’ does not occur by keeping students around the fire to a safe number Make sure toast/damper sticks are of adequate length ST to supervise the removal of all items from the fire area. Fire proof gloves will be used when tending the fire. All children will be seated when passed any hot item. Group to move around the fire zone in a safe and controlled manner.

2 4 8

Social experience Awareness of different ways of cooking Personal achievement.

4. Fire becoming out of control

Burns & smoke inhalation

Any users of woodland area.

Fire pit will be strategically placed with minimum risk of setting surrounding foliage alight. Fire will be in a soil pit surrounded by stones to prevent the fire escaping the area. Burning sticks will not be removed from fire. Always have water near fire to douse the ground and pour over the fire at the end of the session Keep water and fire blanket in an obvious and clear spot. Fire will be extinguished appropriately before leaving the site, A fire blanket will be available to wrap around person who may be alight.

2 5 10

5. Hot food Burns Forest school participants & leaders.

All group to be told about the dangers of eating food directly from the fire. Food will be hot once removed from fire. Children will be told suitable time scales for eating food once removed from fire. Group to be encouraged to test temperature of the food using their bottom lip before eating.

2 2 4


~ 38 ~

6. F Fire circle Slipping / tripping / falling once fire is alight.


Ensure there is a safe working distance from fire to prevent slipping. Seating around the fire will be a distance of a minimum of 2 meters and will be raised off the ground to aid easy exit and reduce risk of falling. Ensure that group have a full understanding of how to position themselves correctly when using the fire so if a slip or fall occurs they will not make contact with any member of the group. ST to control the activity at all times. Once fire is lit, not to be left unattended.

2 5 10

FOOD RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involve the consumption of food.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1 Stick Sharp stick in eye Forest school participants & leaders

Advise students to keep sticks pointed down at all times. Children with gross motor difficulties to be supported by an adult. Children to remain seated throughout cooking. 2 children at fire perimeter at any one time. Demonstrate safe handling, e.g. not waving them around and retracting them in so not to 5 1 5 - 3 - burn others.

3 3 9

2 Fire / sparks Getting too close to fire/burn


Advise students to stay a safe distance from embers and make sure sticks are long enough to allow for this.

3 4 12


~ 39 ~

3 Heated sugar Burn from hot marshmallow


Students not to wave sticks around with hot marshmallows on end and only once they have counted to 10 to ensure it is cool enough. Make ‘smores’ to reduce risk of hot sugar making contact with hands.

3 2 6

4 Allergic reaction

Allergy to food Forest school participants & leaders

Check with students and staff for any allergies prior to use.

2 4 8

5 Hygiene Stomach upset Forest school participants & leaders

Food cooked during Forest Schools to be cooked adhering to recommended cooking times. Ensure all who are participating clean and then sanitise before they handle the food substances. Maintain good food hygiene procedures – e.g. not mixing raw and cooked meats

5 1 5

WATER RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of water. Or areas on site where water accumulates.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Deep water (still)

Drowning Forest school participants & leader

Where water is present group to be given safety brief. Ensure adequate supervision for all activities near the water. ST to carry out appropriate safety briefs.

1 5 5

2. Shallow water (still)

Drowning Forest school participants & leaders

Where water is present group to be given safety brief. Ensure adequate supervision for all activities near the water. ST to carry out appropriate safety briefs.

1 5 5


~ 40 ~

3. Falling in water / rain

Wet Hypothermia Forest school participants & leaders

To check weather and take appropriate clothing and equipment. Ensure a change of clothes is take in case of falling into water. Ensure all activities that involve water are appropriate for weather conditions.

2 5 10

4. Standing water

Disease Forest school participants & leaders

Areas of standing water noted and advice sought if appropriate. Groups informed of dangers of disease from stagnant and standing water. ST to carry out appropriate safety discussions

2 4 8

5. Pond on school site

Falling in pond


Children to be taught to pond dip safely and to follow procedure when in the pond area. Pond to be kept locked when not in use. No one to enter pond without adult. Children taught to walk at all times around pond area. Decking has rails to generate barrier to pond. Ratio to be no more than 1:8 – ratio should be of a number that an adult can safely supervise. (Reception ratio 1:4) Children to be taught not to sit or stand behind one another. No child to go onto decking unless invited.

1 4 4

6. Pond dipping equipment

Cuts abrasions from damaged equipment.


Equipment is not damaged and is suitable for purpose. When not in use equipment should be kept away from the edge of the pond.

2 1 2

7. Pond water (school site)

Disease Forest school participants & leaders.

Hands should be washed thoroughly after activity and children to be reminded not to put hands near mouths.

2 1 2

BOW SAW RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of Bow Saws



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation of Bow Saw

Injury sustained during transport of Bow Saw


All Bow Saws to have their blade guard on when not being used. Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly in its designated holder.

1 2 2


~ 41 ~

2. Bow Saw slipping during use

Cuts Forest school participants & leaders

Tool maintenance keeps Bow Saw sharp and useable. Glove to be worm on non-sawing hand. Group to have full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with them or any other member of the group

2 3 6

3. Bow Saw blade snapping


Regular effective maintenance of tools/ Glove worn on non-sawing hand. Group to be informed of how the blade should look and that if it doesn’t resemble that they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

2 3 6

4. Bow Saw trapping hand


Hand guard on tools. Glove worn on non-sawing hand. Correct position of saw when in use to be followed.

2 3 6

SHEATH KNIFE RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of Sheath Knives.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits


~ 42 ~

1. Transportation & storage of sheath knife

Injury sustained during transport of sheath knife


All sheath knives to be kept in sheaths when not being used. Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly in its designated holder. All knives to be kept in a locked container until supervised use begins.

1 2 2

2. Sheath knife slipping during use


Tool maintenance keeps sheath knife sharp and useable. Glove to be worm on non-cutting hand. Group to have full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with them or any other member of the group

2 3 6

3. Sheath knife blade snapping


Regular effective maintenance of tools/ Glove worn on non-cutting hand. Group to be informed of how the blade should look group should know that if a problem occurs with the knife they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

2 3 6

BILL HOOK RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of Bill Hooks


~ 43 ~



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation & storage of Bill Hook

Injury sustained during transport of Bill Hook


All Bill Hooks to be kept in sheaths when not being used. Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly in its designated holder. All Bill Hooks to be kept in a locked container until the supervised use begins.

1 4 4

2. Bill Hook slipping during use


Tool maintenance keeps Bill Hook sharp and useable. No gloves to be used to prevent slipping. Group to have full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with them or any other member of the group

2 4 8

3. Bill Hook bouncing off

Cut Forest school participants & leaders

Tool maintenance keeps Bill Hook sharp and useable. No gloves to be used to prevent slipping. Group to have full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with them or any other member of the group

2 4 8

4. Missing Bill hook when hitting with piece of wood

Bruises (breaks of fingers) Splinters


Partners to use 3 questions and responses before allowing the Bill Hook to be hit. If piece of wood is unsuitable replace with another piece of wood.

3 1 3

5. Bill Hook blade snapping


Regular effective maintenance of tools/ Group to be informed of how the blade should look group should know that if a problem occurs with the knife they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

1 4 4

LOPPERS RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of loppers


~ 44 ~



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation & storage of loppers

Injury sustained during transport of Loppers


Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly. All loppers to be kept in a locked container until the supervised use begins.

1 3 3

2. Loppers slipping during use


Tool maintenance keeps loppers sharp and useable. No gloves to be used to prevent slipping. Group to have full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with them or any other member of the group. Group know size of wood they can cut with loppers.

2 3 6

3. Loppers bouncing off

Cut Forest school participants & leaders

Tool maintenance keeps Loppers sharp and useable. No gloves to be used to prevent slipping. Group to have full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with them or any other member of the group

2 3 6

4. Loppers blade snapping


Regular effective maintenance of tools/ Group to be informed of how the blade should look group should know that if a problem occurs with the loppers they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

1 3 3

MALLET RISK ASSESSMENT Location: The Laurels Primary school Assessor



~ 45 ~

Description of activity: Activities that involves the use of Mallets



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation & storage of mallets

Injury sustained during transport of mallet


Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly. Mallets kept in designated tool box when not in use.

1 1 1

2. Mallet slipping off target when in use

Bruises Forest school participants & leaders

Regular and effective tool maintenance. No gloves worn on tool hand to prevent slipping. To ensure group have a full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with themselves or any member of the group The group should know that if a problem has occurred with a tool it should be reported immediately to the Leader. The Leader will decommission the tool.

2 3 6

3. Mallet failing Bruises Forest school participants & leaders

Mallet kept in designated tool box when not in used. No gloves to be worn on tool hand to prevent slipping. Group to fully understand the use and storage of the tool.

1 3 3

4. Mallet hitting fingers

Bruises fractures of finger bones.


Users made aware of safe use. Ensure that group understand how to position hands when using the mallet.

2 1 2

FIRE STEEL RISK ASSESSMENT


~ 46 ~

Location: The Laurels Primary school Assessor:

Sarah Tester Date: June 2015 Review date: June 2016

Description of activity: Activities that involves the use of Fire steel



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation & storage of Fire steel

Injury sustained during transport of fire steel


Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly. Fire steels kept in designated tool box when not in use.

2 1 2

2. Fire steel being struck

Burns Forest school participants & leaders

Group instructed to strike away from body and facing upwind to prevent burns from ignition of tinder. Only to be used on flammable material as per instructed by leader. Suitable ratio of adults to children to be maintained.

1 2 2

3. Breakage / damage to tool


Regular effective maintenance of tools. Group to be informed of how the steel should look. Group should know that if a problem occurs with the steel they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

1 3 3

4. Storage Misuse of steels Forest school participants & leaders

Fire steels to be counted out and back in when being used.

1 1 1


~ 47 ~

KELLY KETTLE RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of Kelly Kettle.



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation

Burns Forest school participants & leaders

Not to be transported around site when hot. Only adults to use the Kelly Kettle. To be lit once children are away from the fire circle.

1 4 4

2. Water & metal of Kelly Kettle

Burns or scolds Forest school participants & leaders

Flat base level on the floor. Kettle not to be touched when in used. Hands, face, hair, body and clothing to be kept clear of the chimney. Kettle not to be filled beyond max marker. Safe distance to be kept from kettle when in use. Cork to be removed prior to use. Fire to be kept manageable. Safe pouring procedures to be followed.

1 4 4

3. Accidental fire Burns Forest school adults & leaders

Once water has been heated fire to be extinguished by responsible adult. Fire kept manageable. Ensure clear working area around the kettle. If ground very dry douse with water before and after use.

1 4 4

4. Breakage / damage of kettle

Burns, cuts Forest school adults & leaders

Regular effective maintenance of tools. Group to be informed of how the steel should look. Group should know that if a problem occurs with the steel they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

1 2 2

5. Storage Burns cuts Forest school adults & leaders

Ensure empty of water and cold before storing.

1 1 1


~ 48 ~

HAND DRILL RISK ASSESSMENT Location: The Laurels Primary school Assessor


Description of activity: Activities that involves the use of palm drills



Pro

bab

ility

(P) 1- 5

Severity

(S) 1-5

Ratin

g

(PxS

) 1-25


Who? When?

Benefits

1. Transportation & storage of drills



Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly. Drills kept in designated tool box when not in use.

1 4 4

2. Drill slipping off target when in use

Bruises & cuts Forest school participants & leaders

Regular and effective tool maintenance. No gloves worn to prevent slipping. To ensure group have a full understanding of how to position the tool correctly when using it so if a slip occurs it will not make contact with themselves or any member of the group The group should know that if a problem has occurred with a tool it should be reported immediately to the Leader. The Leader will decommission the tool.

1 4 4

3. Drill failing Bruises & cuts Forest school participants & leaders

Drills kept in designated tool box when not in used. No gloves to be worn to prevent slipping. Group to fully understand the use and storage of the tool.

1 4 4

4. Transportation & storage of drills



Tool talk given before each use. Ensure group have understanding of how to carry the tool correctly. Drills kept in designated tool box when not in use.

1 2 2

5. Drill bit snapping


Regular effective maintenance of tools/ Group to be informed of how the drill bit should look, group should know that if a problem occurs with the drill they should report it immediately to the leader. Tool to then be decommissioned. Tools to be inspected by ST prior to use.

1 1 1


~ 49 ~

http://www.standrewscongresbury.co.uk/cla

sspages1213_detail.asp?Section=108&Ref=1

98&subpagename=eagle

http://www.schooljotter.com/showpage.php

?id=202556

it is a woodland-based learning environment that is complementary, not separate to learning in a

traditional classroom or school ground environment. Sessions are not timetable or workbook led but

driven by the learners themselves, drawing on their interests and imagination. Through carefully

structured sessions with supportive intervention by qualified leaders, Forest School can bring learning to

life in a real and tangible context.

http://www.standrewscongresbury.co.uk/classpages1213_detail.asp?Section=108&Ref=198&subpagename=eagle



http://www.schooljotter.com/showpage.php?id=202556

http://www.schooljotter.com/showpage.php?id=202556

the laurels primary school. forest school handbook · the laurels primary school. forest school...

Documents