Emma Brockes sees forest school as a cynical marketing tool used by manipulative state schools to attract wealthy parents (I’m all for the concept of ‘forest school’ – just not the kind I pulled my kids out of, 16 August). In my 25 years’ experience of working in education, state schools struggle to afford pencils, let alone think about marketing.
The families we work with in my forest school – in a state school – cover the socioeconomic spectrum. The common thread is that their children all struggle participating in a mainstream classroom setting. Many have suffered significant childhood trauma, or may not be neurotypical. They are simply not supported by an ever-narrowing education system that has been squeezed to breaking point. We follow the guiding principles of forest school to provide nurture at the child’s pace. Gradually, over time, their emotional resilience and self-belief starts to emerge.
Through our early intervention, we have seen the outcomes of countless primary-school children across our borough transformed by our practice. Maybe this is because they are given some respite from being impelled to “catch up” with arbitrary attainment levels that take none of their individual experiences into account. When they are given space to lead some of their own learning, they begin to flourish and see in themselves that they can make a difference.
Stephen Simpson
Kingston upon Thames, London
• I was a little disappointed to read of Emma Brockes’ experience of forest school provision. I help out weekly with a forest school for year 1 children at our local junior school, which meets in a heavily wooded location within walking distance of the school. It is run by a qualified forest school leader, who is also a professional ecologist; I am a retired chartered forester and chartered horticulturist. I have also undertaken the practical part of the training as a forest school helper.
The school provides a teacher and a classroom assistant each week for up to 12 children. Often parents (some with relevant experience) who have been inducted, and checked with the Disclosure and Barring Service, help out. There are usually three paediatric first aiders present. The leader prepares different games and activities each week. It is a premise of forest school that children do not have to participate in any activity and can do whatever they like – sometimes children just want to be quiet. I can say that our children are always happy, even in freezing cold and rain, and love their visits.
Brian Crane
Clophill, Bedfordshire
