Forest School Lead: Mrs Andrea Macleod

At Lever House we love learning outdoors and our motto is “there’s no such thing as bad weather, just inappropriate clothing.” With this in mind, pupils in EYFS and Key Stage 1 are asked to bring in forest school kits which include waterproofs and wellies, as part of their uniform.

Currently EYFS and Key Stage 1 have weekly forest school sessions. Key Stage 2 undertake outdoor learning sessions linking to curriculum areas such as Science, History and Geography, these also include special ‘outdoor days’ to enhance our curriculum, e.g. Stone Age days, Anglo-Saxon days and Survival days.

 

At Lever House we believe that outdoor learning plays an important role in developing independence, resilience, cooperation, respect, trust, confidence and simple bush craft skills.

With this in mind, we have developed our own unique ‘Lever House Outdoor Curriculum’ whereby we develop skills from EYFS to Y6. Starting with weekly forest school sessions in a small woodland on the school grounds for EYFS, developing the skills further in Year 1 and 2 and then applying them to enhance topic work in Year 3 & 4 and outdoor survival days in Year 5 & 6. In Year 4 we undertake a one night residential at an outdoor education centre where we develop the skills mentioned above whilst challenging ourselves when undertaking a range of adventurous activities like orienteering and climbing. This is in preparation for the 3-night residential in Year 6 whereby we undertake lake activities, climbing and adventure days.

We are lucky to have extensive grounds – with outdoor learning spaces for EYFS and Year 1 adjacent to their classrooms, a small forest school area for EYFS, a larger forest school area and woodland, a pond, an allotment with polytunnel and a large field.

At Lever House we endeavour to ignite a lifelong interest in the outdoors and an enthusiasm for adventure.

Curriculum Mapping Rationale:

At Lever House, careful consideration has been given to the sequencing and progression of outdoor learning skills and knowledge across the school to create our Outdoor Curriculum. The Forest School and Outdoor Learning Knowledge and Skills Progression document demonstrates how cooperative skills, bush craft skills and adventurous activities are systematically developed from EYFS through to Year 6. This progression has been informed by subject leader training, research into best practice and consultation with teaching staff, ensuring that the curriculum is ambitious, progressive and tailored to meet the needs of our pupils.

In EYFS, pupils follow a one-year outdoor learning curriculum that is carefully planned to complement classroom learning while also providing opportunities to develop specific outdoor learning skills. For example, when pupils learn about seasonal change and the natural environment in the classroom, these concepts are explored further through Forest School activities. Alongside this, pupils are introduced to stand-alone outdoor learning objectives, such as building simple dens and developing their independence in the outdoor environment.

In Years 1 and 2, pupils follow a two-year rolling programme. Outdoor learning sessions continue to enhance and enrich classroom topics while ensuring progression in key outdoor learning skills. For example, during the Great Fire of London topic, pupils explore the properties of different materials through campfire activities, investigating how materials burn while also developing their understanding of fire safety and responsible risk-taking. These experiences are carefully mapped against the outdoor learning progression framework to ensure skills are revisited and built upon over time.

In Key Stage 2, pupils continue to develop and apply their outdoor learning knowledge and skills through curriculum-linked outdoor learning opportunities and themed enrichment days, such as Stone Age Day and Survival Day. These experiences provide pupils with opportunities to demonstrate resilience, teamwork, problem-solving and practical bush craft skills in increasingly challenging contexts.

Outdoor learning is a significant strength of the school. The pupil's voice consistently demonstrates that Forest School and outdoor learning sessions are highly valued, eagerly anticipated and enjoyed by all learners. Pupils show high levels of engagement and enthusiasm during sessions and are able to articulate the skills and knowledge they have developed.

The impact of our curriculum is particularly evident during residential visits in Years 4 and 6. Pupils who have progressed through the Lever House outdoor learning curriculum arrive with a strong foundation of practical skills, knowledge and confidence. As a result, they readily embrace new challenges, demonstrate independence and resilience, and consistently excel in outdoor learning experiences beyond the school setting.

Planning:

EYFS

Outdoor learning in EYFS is planned collaboratively with class teachers and subject leaders. Planning begins with the EYFS Framework, particularly the Early Learning Goal The Natural World, alongside current classroom topics and our Outdoor Learning Skills Progression document. This ensures sessions support and enhance learning taking place in class.

Each session is based around a Learning Question (LQ), which is introduced in the classroom before pupils head to Forest School. Sessions include a focused activity linked to the LQ, followed by opportunities for child-led exploration and free play. Children have regular access to woodland areas, a mud pit, construction area, tunnels, climbing logs, and den-building resources. Sessions usually conclude with a game of hide and seek.

Key Stage 1

Planning in Key Stage 1 follows a similar approach. The National Curriculum is used to identify topics that lend themselves to outdoor learning, such as seasonal changes in science. Lessons are planned around a Learning Question and include practical, hands-on activities that develop both curriculum knowledge and outdoor learning skills. While there is less free play than in EYFS, pupils still have opportunities to explore, investigate, and apply their learning outdoors.

To support progression, EYFS classes use half-termly Knowledge Organisers linked to outdoor learning themes, while Key Stage 1 uses a dedicated Outdoor Learning Skills Knowledge Organiser.

Key Stage 2

In Key Stage 2, outdoor learning is planned as an enrichment opportunity to enhance curriculum topics. Planning is carried out collaboratively between subject leaders, class teachers, and the outdoor learning practitioner to ensure activities are engaging and purposeful. Examples include themed days such as Invader Day, where pupils bring their historical learning to life through practical outdoor experiences. These experiences provide pupils with opportunities to demonstrate resilience, teamwork, problem-solving and practical bushcraft skills in increasingly challenging contexts.

Assessment:

Assessment of outdoor learning is primarily based on ongoing observations of pupils during sessions. Adults assess learning through questioning, discussions, and observations of pupils applying knowledge and skills in practical contexts. Notes are made where appropriate to inform future planning and identify next steps.

Photographs are used to capture and evidence learning, skill development, and pupil engagement. Adults provide support and intervention when needed. For example, when teaching and practising specific skills such as knot tying during shelter-building activities. This enables staff to assess pupils' understanding and competence while helping them develop confidence and independence.

Monitoring:

Outdoor Learning is monitored throughout the year as part of the subject monitoring cycle and in line with the action plan. Monitoring activities include lesson observations/reflections, professional discussions with staff, and pupil voice interviews to gather feedback on the quality and impact of provision.

Findings from monitoring are used to evaluate strengths, identify areas for development, and inform the Outdoor Learning action plan for the following academic year.

Enrichment Opportunities:

Forest School and outdoor learning provide rich enrichment opportunities in their own right. However, we continually seek ways to further enhance pupils' experiences. Alongside our Year 4 and Year 6 residential visits, outdoor learning is integrated into a range of educational visits across the school.

In EYFS, pupils visit Beacon Fell, where they challenge themselves by climbing to the summit and take part in a Forest School session within a larger Nordic spruce woodland, broadening their understanding of different natural environments. In Year 3, pupils visit Cuerden Valley to undertake a river study and participate in an orienteering course, applying geographical and teamwork skills in a real-world context.

Beyond curriculum visits, pupils have opportunities to take an active role in environmental stewardship through our Eco Committee and Eco Club. Members take part in litter picking, develop new wildlife habitats, and care for plants within the school allotment, helping to foster responsibility, environmental awareness, and a sense of community.