While there are many benefits for the individual learners which are well known to anyone connected to Forest Schools, there are important links to be recognised with the local and national policy framework. Although not by any means being an exhaustive list, below are a number of examples to demonstrate the national and local agendas which Forest Schools contributes towards, through its philosophy and the delivery methods.

During this series of articles I will explore a number of these important documents and initiatives and hopefully help you in appreciating where your work contributes to these shared aims and to also illustrate to others the role that Forest Schools has to play in meeting short, medium and long term goals.

It is important, particularly when we look at the current economic climate, that provisions are judged on what they provide in terms of opportunities. The wider and richer these experiences, the more “bang for your buck” you are getting and the more likely it is that Forest School will be used as a sustainable long term approach, especially in the context of limited finances, to supporting both individual wellbeing and the wider aims of the community. Either working for example within a school, as a countryside Ranger or particularly if you are an independent provider, it is worth being at least somewhat familiar with the local and national policy frameworks so that you can evidence what it is that your provision is contributing to, above and beyond the personal, social and emotional aspects for those individual learners.

If we begin by looking at the national framework, there are well known initiatives such as Every Child Matters, the Learning Outside the Classroom Manifesto, the National Curriculum, SEAL and Play to name a few which Forest Schools can confidently contribute towards the aims of. As well as the national policy framework, Forest School can identify with a range of local agendas, contributing to social improvements through improved physical and mental health, academic attainment, employable skills and social mobility. Here I will into Local Area Agreements, Sustainable Community Strategies, Community Cohesion and SEN policies as a few examples. If we begin to explore the local agenda, it can highlight how you as someone interested in Forest Schools, can look into how your work is contributing to society in broader terms within your parish, county and region.

Quite evident as you will find during the course of the series is the fact that Forest Schools has the potential to contribute significantly to a number of our aims in a long term, sustainable format. This, along with the benefits for those learners involved in programmes personally, both short and long term, would suggest that a structured development of Forest School provision within any LEA or organisation has the potential to create many benefits for all involved, at many levels.

I hope you enjoy the series.