Growzone Statement
Within the school grounds we have a productive garden which was named ‘The Growzone’ and opened in 2010. Growzone sessions during our Fabulous Fridays are run in parallel to forest school and cooking. Guided by the seasons, the children take part in a wide variety of gardening activities such as sowing seeds, potting on, planting out and harvesting vegetables and flowers.
Nature connection is at the heart of the Growzone: we provide habitat for insects and amphibians; plant flowers for pollinators and offer food and nesting materials for birds. These activities are delivered through a child-centred approach.
Where appropriate during a session, we may collaborate with the forest school group by preparing harvested fruit and vegetables to cook and eat on the fire together.
We also support and take guidance from national charities such as the RHS: we have a Level 5 Gardening Award; the RSPB: we take part in the annual Big Schools’ Birdwatch and we are currently working towards a Woodland Trust Green Tree School Award.
The ethos underpinning Forest School has evolved over many years. Its roots trace back to an open-air nursery in 1914, which recognised the importance of free play, exploration and child-led learning. This philosophy developed further in Denmark during the 1950s, where Forest School became an established part of the pre-school curriculum. They found that children arrived at school with better social skills, teamworking skills, self-esteem and confidence. But what is it about learning and playing outdoors that makes such a profound difference?
As a class teacher, I have the privilege of seeing children in two very different environments: the classroom and the Forest School setting, and the impact Forest School has on children's mental wellbeing makes complete sense to me.
I have noticed that children who have experienced Forest School consistently throughout their time at school develop a particularly rich understanding of, and familiarity with, the natural world. They become comfortable outdoors, develop a genuine affection for nature and, importantly, begin to feel a sense of connection and belonging within it. The outdoors becomes somewhere they enjoy being, feel confident and somewhere they can turn to for a sense of calm, freedom and perspective.
For me, this is perhaps one of the most valuable gifts Forest School can offer a child. We know that spending time in nature can have a profoundly positive influence on mental wellbeing, but simply taking children outdoors is not enough. Here, we have an opportunity to nurture something much more lasting: equipping them with a valuable tool for looking after their mental wellbeing long after their school years have ended.
Forest School is not just about what children learn while they are outdoors; it is about fostering a love of the outdoors that they can carry with them for life.