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Outdoor Learning Working Policy & Procedures

1Please note that this document is for guidance only and may need to be adapted to suit your own Outdoor Learning environment.

Outdoor Learning

Working Policy and Procedures

Staff Handbook

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Staff Handbook

Contents

1. Outdoor Learning Ethos ………………… page 3

2. Outdoor Learning Golden Rules ………………… page 4 & 5

3. Outdoor Learning Session Routine and Procedure ………………… page 6 - 8

4. Essential Equipment List ………………… page 9

5. Clothing Requirements ………………… page 10

6. Good Practise When Using Tools and Equipment ………………… page 11

7. Good Practise When Using the Fire Pit ………………… page 12

8. Consent Forms ………………… page 13

9. Ecological Impact of Outdoor Learning ………………… page 13

10. Risk Assessment & Management of the Outdoor Learning Area ………………page 14

11. Emergency & Major incident Procedures ………………… page 15

12. Missing Persons Procedures ………………… page 15

13. Adverse Weather Conditions ………………… page 16

14. Requirements of Outdoor Learning staff ………………… page 17

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1. Outdoor Learning ethos

The ethos of Outdoor Learning is based on a mutual respect and partnership with the environment, the children, the adults and the whole pedagogy of learning.

Outdoor Learning provides a natural and stimulating environment where children can instigate, test and maintain curiosity in the world around them, whilst consolidating and challenging the concepts and ideas taught in the classroom. Adults will act as facilitators by ‘scaffolding’ learning unique to each child’s interests and abilities.

Outdoor learning involves a combination of child-led and adult-led activities which provide stimulating opportunities for play; access to the outdoors; self-management of risk; experimentation of the natural world; understanding about their environment; understanding of the importance of sustainability; experience of a healthy range of emotions; challenges and thinking skills; social interaction; opportunities to build a resilience; and an improved sense of self-worth and emotional intelligence.

Such Outdoor Learning opportunities enable each child to fulfil their potential and learn skills above and beyond the normal indoor curriculum. It is a unique approach to education that makes an effective use of the outdoor environment to create a unique learning vehicle.

Outdoor Learning sessions provide increasingly diverse opportunities for children to benefit from a supportive curriculum that can help children build positive values and attitudes about themselves, about learning, and the environment in which they live.

Outdoor Learning aims to provide: • The inspiration to be curious, fascinated, interested and inventive. Children will become

more motivated and be ‘active learners.’ • The freedom to explore different ways of ‘being’, feeling, behaving and interacting.

Children will have the physical, mental and emotional intelligence to be active and interactive. Therefore they will have a greater sense of self-worth and confidence.

• Rich opportunities for developing skills above and beyond the normal classroom curriculum. They will learn skills and have experiences to set them up for life and set them apart from the crowd.

• Opportunities to meet challenges and learn to handle risk. The children will develop problem solving skills and abilities to safely manage and control their own risks.

• Relief from stress and anxiety. The children will connect with nature and experience a sense of awe and wonder at the natural environment as part of a their spiritual development.

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4

Please note that this document is for guidance only and may need to be adapted to suit your own Outdoor Learning environment.

2. Outdoor Learning Golden Rules

Children are encouraged to be involved in the decisions about their environment and safety, however set a few ‘Golden Rules’ that apply to all Outdoor Learning sessions which children will be made aware of at the start of their involvement in Outdoor Learning sessions. Behind each rule, there is a range of learning opportunities to encourage children to engage with and understand them.

Golden Rules:

1.) Only pick things from the floor, never pick things that are alive.

This will encourage children and adults to look after their natural environment. It can involve learning about sustainability, how our actions impact on the Outdoor Learning Environment, and how we can look after it to make sure it is around for others to enjoy in the future. Activities may include encouraging children to distinguish living things from dead things, and agree that anything growing shouldn’t be picked. Children will also be encouraged to consider the impact of their actions, and be mindful of what they are bringing to the site, and if they really need to take it home.

2.) Stay within the go-zone.

Children will begin to learn and understand that whilst there are risks involved in Outdoor Learning, careful steps have been taken to make them manageable. Children can be involved in recognising potential hazards inside of the go-zone and thinking about what action may need to be taken. However, they should understand that outside of the go-zone, there may be hazards that children and sometimes even adults are unaware of, or if they are known, are too dangerous to go near.

Continued…

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Outdoor Learning Golden Rules Continued…

3.) Nothing should be put into your mouth unless offered to do so by a leader (including fingers!).

It is very important that the children understand the dangers of this rule and inform staff if they spot anybody breaking this rule. Even if something looks tasty they must not eat it before checking with the Outdoor Leader. If they ingest something by accident teach the children that it is important that they approach a member of staff to inform them. Activities could involve teaching the children about species in their outdoor environment and providing opportunities for them to recognise similarities and differences between species.

4.) If you are alone or ‘lost’ shout, “1, 2, 3, where are you?” The rest of the group will then reply, “1, 2, 3, we’re here…” You may then listen to and follow the direction of the sound to re-group.

This enables many opportunities for hide-and-seek style games. The children can also add a name on the end, e.g. “1, 2, 3, where are you Tommy?” to find specific friends. Talk about how children could use this if they become lost or disorientated when out with their parents.

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3. Outdoor Learning Session Routine and Procedure

Each session will undoubtedly differ in many ways from each previous session in relation to experiences, learning journeys, the environment and so on, but generally we follow the same structure for each session. This structure helps to ensure that children (and adults) are physically safe, and also creates an environment in which children are comfortable and secure to learn with confidence.

3a.) Procedures to be carried out by the Outdoor Leader before each session:

• A thorough safety sweep of the area that will be used during the session to identify and remove or restrict access to any hazards that might cause injury or illness.

• A ‘Session Check Form’ will be completed by the Outdoor Leader, on which any hazards that were identified will be documented, and information provided about how they were dealt with, or will be managed.

• Boundaries/ coned areas will be erected where necessary, and existing boundaries checked.

• Check that trees, bushes and other foliage is safe, including the potential for falling branches or dead wood, thorns, protruding sticks at eye level, and hazardous species

• Check the weather forecast – If the weather is, or has the potential to become a risk, such as high winds or storms, the session may adapted or cancelled, and similar objectives will be taught in the classroom or in an alternative area.

• Essential Equipment and resources needed will be collected, checked and set up ready where appropriate.

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3b.) Session Routine:

• Preparation: Children are helped to dress for Outdoor Learning according to the conditions. Children are encouraged to use the toilet. A register is taken. Any necessary medication/ equipment is taken.

• Activities: On arrival at the outdoor learning environment, discuss any safety issues for the session. A variety of activities will be provided from the selection below depending on the outdoor learning site; group size, age & ability; adult-help; session objectives; weather conditions; and time available.

- Introductory Activities Super Spotter Challenges Team Building and Problem Solving Challenges Hook & Imagination Firers

- Adult-led Activities Linked to curriculum objectives

- Extended Learning Activities Fire-pit Finesse Free Choice Prompts Invention & Investigation Knots & Lashings Skills Outdoor Skills Outdoor Songs Species Identification Tool Tasks

- Plenary Activities Amber’s Nature Facts Spike’s Eco Acts Session Reflections

• A drink & snack may be provided depending on the duration of the outdoor learning session.

• Adults and children will return back to school & change out of outdoor clothing. Outdoor clothing to be sorted, cleaned and placed on airing/ drying racks as appropriate.

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3c.) Procedures to be carried out at the end of each session:

• Collect up all equipment and any rubbish and leave the outdoor learning site as you found it.

• If used, ensure the fire is completely extinguished. • Check all the tools against the tick-list and store them away safely. Fill in the ‘Tool

Maintenance’ sheets as necessary. • Check any other resources and store appropriately. Update the ‘Equipment Inventory’

with any resources which are in need of repair or broken as necessary. • Report any incidents on arrival to school, (medical, behavioural, structural etc). • Allocate time to clean, sort and maintain resources. • Review the Outdoor Learning Session in order to address any issues and to aid future

sessions. • Fill in any ‘Outdoor Learning Tracker Sheets’ where appropriate

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4. Essential Equipment List

The Outdoor Learning Leader will provide and be responsible for the ‘Essential Equipment’ during Outdoor Learning sessions which take place off-site which will always include these items:

- First aid kit - Drinking water - Register with emergency contact numbers & medical information - Mobile phone - Risk assessments linked to session activities - Spare children’s clothing and carrier bags - Incident Policy & Incident Action Plan

Other items may be provided dependent on the weather, site, duration of session and activities planned.

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5. Clothing Requirements

During the winter months, children and adults should come prepared to each session with:

- Woolly hat, scarf & gloves - Waterproof coat - Waterproof trousers - Fleece/ sweatshirt - Thick socks - Wellington boots

In the summer months, children and adults will need to come prepared to each session with:

- Sun hat - Sun block - A thin, long sleeved top and jumper - Trousers may be required depending upon the activity - Sturdy shoes/ walking boots or wellingtons - Socks - A waterproof coat (possibly to protect from mud)

This clothing list applies to everybody involved in Outdoor Learning sessions, and is important for a number of safety reasons. Please be aware that sandals/ flip flops are never suitable for Outdoor Learning sessions, and that not wearing appropriate clothing may be a barrier to participation.

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6. Good Practise When Using Tools and Equipment

General rules for using tools:

- Children must only use specific tools under the supervision of a suitably qualified Outdoor Leader.

- All adults and children involved in sessions with tools should be aware of the tool risk assessments, tool introduction/ use/ maintenance guidance.

- Any gardening equipment and tools being used should be overseen by an adult - Always wear the appropriate PPE (gloves, eye goggles, mask etc). - Always use tools away from your body, with nobody within two arms length and a tool

away from you. - Ensure guards/ sheaths/ covers are in place when tools are not being used. - Do not help yourself to tools without asking the Outdoor Leader beforehand. - Always return tools to the tool box after use. - Tools must only be used in the designated tool area. - Do not walk around with tools. - All tools should be cleaned and checked after use. Tool maintenance sheets should be

filled in where appropriate.

(For more detail please see tool risk assessments/ introduction/ use/ guidance)

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7. Good Practise When Using the Fire Pit

General rules for using the Fire Pit:

- The location and construction of the fire pit must be away from flammable materials and nature, causing minimal impact to the outdoor environment. The ground/ soil and any materials used should also be taken into consideration and checked, e.g. not on peat soils, bricks must be fire-resistant, etc. Professional advice may be sought. The prevailing wind direction should be determined, so that smoke travel and fumes can be predicted and any impact assessed and monitored.

- Any cover placed over the fire from above must be fire-retardant, must be a suitable distance away from flames (and any flames blown by the wind), and must also allow good ventilation.

- A Fire Pit may only be used by a suitably qualified and insured Outdoor Leader. - All adults and children involved in sessions with the fire pit should be aware of Fire Pit

Risk Assessment and Fire Pit Policy. - The movement around the fire pit should be practised before lighting the fire for the

first time. - The use of the fire pit should be appropriate for the age, ability and number of children. - A weather forecast should be sought beforehand. (Fire and sitting positions may be

affected by high winds.) - All wood fuel should be collected beforehand if possible. - A bucket of sand/ water and fire-specific first aid kit must be on hand. - The Outdoor Leader must have a mobile phone in case of an emergency. - The fire must never be left unattended by the Outdoor Leader at any time. - The children and other adults should be involved in discussions about fire pit safety in

order to facilitate controlled self-management of risk. - The fire must be extinguished appropriately at the end of each session.

(For more detail please see the Fire Pit Risk Assessment and Fire Pit Policy)

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8. Consent Forms

Every person involved in Outdoor Learning sessions off-site, including staff, children and volunteers, must complete either the Adult’s Consent Form or Child’s Consent Form (completed by a consenting adult) beforehand. These forms will contain information about medical details, emergency contact details, allergies, dietary requirements and any other important information about all participants. They will also be an agreement to the Terms and Conditions of Outdoor Learning. They will be kept with the Outdoor Leader during the outdoor sessions. This will contain confidential information, and as such, must only be accessed by the Outdoor Leader unless prior consent is given.

9. Ecological Impact of Outdoor learning

The site that will be used for Outdoor Learning sessions will be assessed from season to season to monitor the impact, positive or negative, that sessions may have on the environment. This will include natural, social or economic aspects. This assessment is intended to ensure that the site can sustain use in this way, and influence decision-making processes regarding the long-term and short-term use of the area. The Eco Policy can be used as a guidance and discussed with the children. Involving them with the management of the site is an invaluable learning tool which will teach them to respect, care for and learn about the outdoors. This can be completed using the Site Sustainability Plan.

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10. Risk Assessment and Risk Management of the Outdoor Learning Area

Risk Assessments will be conducted for all Outdoor Learning Activities and Tools which contain an element of risk, by the Outdoor Leader. These will be reviewed on a yearly basis or earlier if deemed necessary. New risk assessments will be written prior to any new activities which contain an element of risk.

The steps of risk assessment and risk management for Outdoor Learning are as follows:

1. Identify the Hazards 2. Decide who might be harmed and how (particularly allergy sufferers) 3. Evaluate the risks and decide on precautions or alternatives 4. Record findings and implement measures required 5. Review the Risk Assessment and update termly

Any considerations will be pointed out to adults and children before sessions to help manage risk. All adults involved will be shown a copy of the completed Risk Assessments for that site, and are obligated to manage or report risks to the Outdoor Leader under the Health and Safety at Work Act 1974.

Before each session, the Outdoor Leader will conduct a safety sweep to identify any hazards and reduce or remove them if possible. A Site Check Form will be completed. Occasionally, in order to encourage children’s awareness of safety, the children may walk the boundary of the site and be involved in the process of identifying any hazards or risks that they think may need to be taken into consideration. Hazard tape will be available to ‘cordon off’ any forbidden areas if needed.

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11. Emergency and Major Incident Policy & Procedures

The Emergency and Major Incident Policy and Procedures is part of the essential equipment and will be kept on the Outdoor Leader at all times. All other adults should have read and be aware of it beforehand.

12. Missing Persons Policy & Procedures

The Missing Persons Policy & Procedures is part of the essential equipment and will be kept on the Outdoor Leader at all times. All other adults should have read and be aware of it beforehand.

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13. Adverse Weather Conditions

The aim of Outdoor Learning sessions is for children to experience and learn to enjoy as many different weather conditions as possible. Wherever possible, weather will be a feature of the sessions rather than a barrier to them. An outdoor thermometer should be used to monitor the temperature inside & out and detailed weather forecasts should be sought before sessions. However, on some occasions it may not be safe or practical for a planned session to go ahead.

Shelter Weather conditions should be sought beforehand and appropriate shelter provided (from rain, wind or sun) where possible and where needed.

Clothing Children will need to be adequately protected against the different weather conditions in order to fully participate and enjoy the sessions. Children should arrive with suitable clothing, such as sun hats, waterproofs, or gloves and scarves as appropriate. Please see section 5 for full clothing recommendations.

Weather dependent activities Some activities that are due to take place may be dependent on appropriate accompanying weather – climbing trees, for instance, may not be safe in high winds. Similarly, the use of tools may be limited through the winter if it becomes so cold that hands become numb and coordination is affected. A contingency plan will be made for such activities to ensure that the session still goes ahead and children can get involved in a more appropriate activities. Some activities really on specific weather conditions and can take advantage of such adverse conditions if the necessary precautions are in place. Please see Weather Dependent Sessions for ideas.

Site Checks Adverse weather conditions may mean more thorough site checks, such as to check for loose or precarious branches.

Cancellation decision The Outdoor Leader will make the decision on whether a session has to be cancelled due to adverse weather and in good time to notify all participants. Safety, of course, will be the main consideration. If the session cannot take place at in the normal Outdoor Learning Area, an alternative outdoor site may be sought (which has been checked and risk assessed beforehand), the session my continue indoors, or it may be simply cancelled.

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14. Requirements of the Outdoor Leader & Accompanying Adults

The Outdoor Leader will: - Provide other adults with the relevant information relating to Outdoor Learning, before sessions are

implemented. - Ensure that all equipment and resources are safe to use, with the accompanying personal protective

equipment. - Undertake a safety check before each session. - Brief the adults involved and ensure they have access to the session plan, any person-specific health

and safety considerations, relevant policies and procedures and risk assessments before each session. - Have access to a First Aid kit and the other items listed in the ‘Essential equipment’ section of this

handbook (section 4).

Supporting adults should: - Read the appropriate risk assessment forms and policies and procedures before the session. - Look after Outdoor Learning site (includes not picking living things and respecting the environment) - Do not put your fingers or anything else in your mouth (to prevent disease or

poisoning) - Only use tools if the Forest School Leader has said it is okay to do so, and follow the tool risk

assessments, tool introduction/ use/ maintenance rules for tools - Supervise the use of any gardening equipment, tree climbing & the rope swing if in use (or any other ‘potentially risky activity for the children’ as requested by the Outdoor Leader - please see activity specific risk assessments.) - Stay within the go-zone boundary - It is very important that children do not eat anything from the Outdoor Learning site, except what is

provided by the Outdoor Leader – please inform the Outdoor Leader immediately if you notice a child put anything in their mouth

- Please check with the Outdoor Leader as to any children who are not permitted to have their photograph taken and follow the Photography Policy.

- Please do not tend to the fire, except to extinguish it in an emergency. - You are duty-bound under the Health and Safety at Work Act to work safely, take responsibility for

your own safety and the implications of your actions, and report or remove hazards as they occur. - You should demonstrate best practice in terms of safety, and following Outdoor Learning Policies and

Procedures at all times. - Alert the Outdoor Leader immediately if anyone (adult or child) requires first aid, or has had an

accident – no matter how minor. - Let the Outdoor Leader know if you need to leave the activity or area you are supervising for any

reason.

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