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Forest School in Norfolk by Sue Falch-Lovesey

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Susan Falch-Lovesey

on 10 November 2013

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Transcript of Forest School in Norfolk by Sue Falch-Lovesey

Forest School
- A context for school

Sue Falch-Lovesey

Evaluating Impact
Ofsted - how might the
impact be noticed?
Ofsted thoughts
Activity 4
Did/should any of
these points feature?
Other evaluation techniques
Activity 3
Measuring Impact
Evaluations relating to Forest School
Evaluation at a county level
Activity 1 :
Activity 2
Continuity and Progression
From a personal
perspective, this is how I reason for making a compelling case for a whole county programme :
What role does
play in whole
School improvement?
Level 3 practitioners pair up with non-level 3 and set out 9 key points that answer the question;

Why run 'Forest school' at our school? (5 minutes!)
What skills and dispositions do we want to
enable in young people? (5 minutes)
Litcham Primary/Houghton Hall; initial pilot study report and outcomes
Hopton First School; using FS experience as a stimulus for speaking and listening with a focus on raising achievement in Boys writing using ICT
Erpingham Primary; using a FS experience as a stimulus for writing at KS2
-Diamond Ranking (especially good for collaborative approaches to prioritisation and if undertaken again at a later stage - charting changes in thinking/ethos)
-Word Cloud (a snap shot view with size or word representing frequency of use)
-Photo Diary (tracks a period of activity through pictures and short captions)
-Observation and recording sheets eg. Wow moments; schema; impact ref. areas of the curriculum.
-Focus study (as per Hopton and Erpringham)
-Quiz (great if use I Pads and the apps available)
-Bush telegraph (recording views and thoughts aka BB)
-Questionnaires and 'distance traveled'
- Survey Monkey
New framework requires us to think of the
following areas:
Visualise the impact you would most want
OFSTED to pick up on (3 minutes)
-Tangible, whole school ethos for high quality child-centred
outdoor learning (and why it is important)
-Targeted opportunities for identified young people..who?
what? why? how?
-Rigorously evaluated opportunities and programmes, so that potential benefits are well understood and the impact documented and shared
-Staff training and excellent use of support staff
-Collaboration between staff and across schools
-Clear governor role and a well informed strategic buy-in
-Use of Pupil Premium to support learning
- use of motivating context to raise achievement,
aspirations and expectations........
Overview of the Session (1 hour)
Role of Forest School in whole school improvement

Reflect on why we do Forest School (child-centred outdoor learning in natural spaces)
Explore what skills and dispositions we would seek to develop in children (and why)
Consider the importance of Continuity and Progression of opportunity (and what this would look like)

Think about evaluation methods and how to determine and record impact

Take a focus on Ofsted, the new framework and visualised what we would want an inspector to record/communicate

'If the sight of the blue skies fills you with joy, if a blade of grass spinging up in the fields has the power to move you, if the simple things in nature have a message you understand... Rejoice, for your soul is alive (Eleanor Duse)
Will's Poem
(from the work of a 9 year old who was part of the forest school pilot when he was 5)
My Garden...... The garden is a tree paradise, it has mountains of trees in very good health and humongous peas the size of apples. You can hear birds singing and branches swing. You can smell flowers in the distance and rich soil under your feet...and in some places you can just smell pure grass
If the sight of the blue skies fills you with joy, if the blade of grass spinging up in the fields has power to move you, if the simple things in nature have a message you understand, Rejoice, for your soul is alive. (Eleanora Duse)
You may want to think about the impact on.....
-Teaching and learning within the curriculum (achievement and skills)
-School management and leadership
-Support of vulnerable groups
-Behaviour and safety of pupils
-Spiritual, moral, social and cultural development
Try out the 'Consequence Wheel' format to record your thoughts.. or use your own format
Case studies on Continuity and
Continuity and progression - what strategies would exist?
SEF would record key strategic milestones
Whole school training so that the opportunities are fully understood by all
Specific training to L3 for at least 1 practitioner... also succession planning
Parents would understand benefits and there may be follow up/impact at home
Governors would also have a role... and would understand strategic reasoning (would also expect to understand impact)
Staff would understand importance of handing over/sharing information on learning dispositions (Schema etc...)
Skills development and opps. for using the FS context for raising achievement (with evaluation of impact)
School ethos would be impacted positively (multiple outcomes)
Possible links with careers and livelihoods would be made
1. Student level (see next slide); an eco-example

2.School level (SEED - NCSL) The journey of sustainable schools; developing and embedded sustainability

3.County level; Forest School and Outdoor Learning in the Early Years by Sara Knight
ISBN; 978-1-84787-277-7
Numbers of level 1 and 3 trained practitioners (ideally actively delivering and also undertaking CPD)
Carbon dioxide emissions reduction
Number of Ecoschools (esp. green flag)
Positive Ofsted comments - contributing to better Ofsted outcome
Increased take-up of INSET relating to raising achievement through outdoor and environmental contexts
What would you measure and evaluate at school level to demonstrate impact? (5 minutes)
Also think about how you will do this, what tools would you use? How will you present findings?
**All of these can be found on the Team website (case studies)
Links to a couple of websites that show evaluation techniques:
1) VENN project - an EU funded (Comenius Regio) project that focused on Raising achievement and aspirations through outdoor learning and inspiring positive behaviour change to reduce the impact of climate change:

2) Water and Enterprise Programme - a pilot that looked at developing leadership and Eco-consultancy competency in young people. The draft evaluation and the photo diary can be found on the home page:
Both relate to outdoor learning, learning beyond the classroom and environmental contexts

-Teaching and learning within the curriculum (achievement and skills)
-School management and leadership
-Support of vulnerable groups
-Behaviour and safety of pupils
-Spiritual, moral, social and cultural development
We will share these if we have a little time left
Full transcript