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The Forest Approach Limited Outdoor Preschool 2712303

Offering services to:
  • Children 0-5
Supporting people with:
  • Activities for children and young people
Carescheme type:
  • Day nursery

THE FOREST APPROACH OUTDOOR PRESCHOOL & THE FOREST APPROACH WORKSHOPS

The Forest Approach Outdoor Preschool and Forest School is an inspirational process that offers all learners regular opportunities to achieve and develop confidence and self-esteem through learning experiences in a natural environment. Forest School is a specialised approach that sits within and complements the wider context of outdoor and woodland learning. 

The Forest Approach, led by a forest leader, aims to provide holistic learning for children at our base, 'The Hut,' and within our outdoor environment; learning is enhanced by the fantastic woodlands surrounding our base. Some learning experiences are loosely structured to accommodate interests and curiosity.   

Today's children are often wrapped in 'cotton wool' and unable to judge risk. The Forest Approach enables children to experience managed risk and make their own decisions, which helps them develop into more confident individuals. The Forest Approach differs from other forms of learning in that it focuses on the whole person.  

Here are some examples of how it's achieved. • Physical provides opportunities for children to develop gross motor skills such as hiding games, obstacle courses and tree climbing. Provide opportunities for children to develop fine motor skills such as craft activities, use of knots and whittling. • Social place children in different groups to give them the experience of communicating with others of different ages, abilities, and backgrounds. Allow and encourage children to lead activities and support each other • Intellectual provides a variety of activities to help children in learning and mastering new skills. Share knowledge and experience with the children. Please encourage them to talk about their interests and experiences and actively participate in them. Set challenging but achievable activities to develop personal satisfaction in achievements. • Emotional where possible and appropriate, try to avoid interfering in the conflict between children and allow them to develop conflict management skills. Use reflective activities at the end of sessions that encourage mindfulness and self-awareness. (self–regulation) • Spiritual: Place children in different groups to give them the experience of communicating and working with others of different backgrounds, religions, or beliefs. Encourage children to express their points of view and opinions. Children's spaces for mindfulness At the forest Approach, we are aware of children's Emotional Intelligence: the capacity to be aware of, control, and express one's emotions and to handle interpersonal relationships judiciously and empathetically. "Emotional intelligence is the key to both personal and professional success." In "The Hut", & local woodlands.

Outside of the formal educational setting of classrooms, the woodland creates its learning environment framed by safety routines and established boundaries. Children experience active learning in a less structured manner, which suits the individual learning styles of many children.

Physical activity through games, crafts, and play encourages the development of gross and fine motor skills and develops core strength, creating a more balanced and fitter child. 

 

Who to contact

Contact Name
Wendy Hamley
Contact Position
Owner & Forest Lead
Telephone
07825538447 07825538447 07546949463 07546949463
E-mail
theforestapproach@hotmail.com
Website
https://www.theforestapproach.info
Scan to visit this website
Facebook
theforestapproach.co.uk
Notes

Our Outdoor Preschool & Forest School

In 'The Hut' and local woodlands will aim to develop:

• Self-Awareness

• Self-Regulation

• Intrinsic motivation

• Empathy

• Social communication skills

• Independence

• Positive mental attitude

• Self-esteem

• Confidence

 

The Outdoor Preschool 

​Children & The Environment We strive to provide a child-led approach for our children to thrive in; when children are engaged, they learn, and their brains grow. When they are in a state of deep involvement, instead of rushing children through their targets through their stages of development, we believe and trust that children progress at their own pace and in their unique way. We want to work in partnership with them to facilitate & support them, letting them pursue their interests & curiosity and enabling them to create their world. We provide an environment where every child can be involved in whatever interests them; the staff will join in with this and move their learning forward. What we do …. Outside the formal educational setting of classrooms, the outdoors creates a learning environment framed by safety routines and established boundaries. Children experience active learning in a less structured manner, which suits the individual learning styles of many children. There are no limits; they are responsible for choosing and changing their minds (developing critical thinking), ensuring best practice is maintained through daily reflection and evaluation.

We invite children to take risks, and The Forest Approach, step outside their comfort zones as we will enable them to believe in themselves and grow their abilities, whatever these may be, as they will be different for all children. Play: Play is a learning process that we all go through all our lives; much as it would be helpful to have a unique and precise description of what learning entails, such methods tend to defy definitions because of their complexity. We can think we have learned something one minute, only to have that learning questioned and changed by the next piece of information.

Pure play – the play in which the child and their selected participants can be involved is 'pure' in the sense of being unadulterated by any interference or direction on anyone's part but the children's. When adults seek involvement in children's play, they need to do so playfully if they wish to make inroads into children's thinking and actions in play. 'Play is not a luxury but rather a crucial dynamic of healthy, physical, intellectual, and social-emotional development at all ages' (David Elkind, 2008)

Forest Workshops with me Children-only workshop

Home Education Monday  9.15-1.15 each week 

Children should not be assessed on reaching targets. They should be considered on their emotional intelligence, whether they are social butterflies, can be confident within their peer groups, and can be imaginative. They may be creative, think, decide, communicate, build friendships, and assess their risks. The characteristic of effective learning is more supportive within the stage of learning.

The "Alder Club" Children only afterschool workshop for ages 5-12 and school holidays - Wednesdays 3.30-5.30 pm (starting soon)

​Holistic Weekends Workshops - The Forest Leader designs these 2-4 hour workshops; therefore, this allows us to be flexible to the individual needs of the group/s. They work hand in hand with children and adults to develop both you/your child to find your/their passions and skills, and the Forest Leader is always on hand to help you/your child to develop.

Acorns to Oaks Workshops- This 90-minute workshop is only on Wednesdays from 9.30 to 11.00 on School Holidays. 

Parents/carers/grandparents  &  their children to bond with you and others.

Building relationships is essential for both adults & children; it will create memories that will last forever. Building bonds with peers develop so much more than confidence, independence & self-esteem (although these are super important ). It develops kindness, compassion, respect & love. The holistic approach to learning, hand in hand with nature, will create this. The Forest Approach will teach us to manage our risks, assess our boundaries, look after our earth & respect each other.

 On-Demand Bespoke Workshops

*Adult/Carers and child - At 'The Hut' Special Educational Needs and Disabilities; smaller groups aged 3-4

* Adult/carers and child - At 'The Hut' Special Educational Needs and Disabilities (SEND), smaller groups aged 5-8

 * Nurseries, Preschools, Schools - Educational - At 'The Hut'/local woodlands or your educational setting age 3-10

* Childminders - Educational package/group childminder forest workshop At 'The Hut' and local woodlands

* Home-schooled children - Educational package/group At 'The Hut' and local woodlands

* Adults  - At 'The Hut' and local woodlands. Workshops could include Mindfulness or yoga

* Seniors - At 'The Hut' and local woodlands. Workshops could include Mindfulness or stone painting

* Team Building - At 'The Hut' and local woodlands.

* Consultancy Workshops on your outside space and how the Forest Approach can bring forest workshops to your environment. 

 Contact the Forest Leader to discuss your bespoke workshop/individual requirements.

 

   

 

   

Where to go

Name
The Forest Approach
Address
Unit 5, White Lion Antiques
Hartford Bridge
Hartley Wintney
Hook
Hampshire
Postcode

RG27 8AE

View RG27 8AE on a map
Notes

The Forest Approach is situated at The White Lion Antiques in Hartley Wintney. Turn left into their carpark and we are located in the Forest Lodge and the Hut - We also use Hazeley Health Woodlands.

Costs

9.50  per hour
25.00  Registration fee
57.00  per day
Details
We have different fees for our outdoor preschool, and we accept funding We accept childcare vouchers and tax-free credit We have two-year-olds daily rate Workshop start from £15 to £45

Availability

No wheelchair access
Other notes

We do use different locations, such as Hazeley Heath and The Orchards. We will let you know which location will be at, so to prepare your child.

Our Team is qualified at level 3 or above in childcare; the Management has level 6 training. Most staff have completed their first aid training and safeguarding training. Team members have attended various training courses, including speech and language, letters and sounds, music, and Makaton and strive to continue their professional development. All Staff training recorded.

Here are a few examples: Makaton, Speak & Language training, SENCDo, and Behaviour training.

Inclusion Information

Wheelchair access
No
Details
We are in a field; it is accessible but may be difficult due to the grass.
Special Needs provision
Yes
Special Needs Experience
ADHD Attention Deficit Hyperactivity Disorder
Asthma
Emotional needs
Challenging Behaviour
Diabetes
Loss or Bereavement
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Hearing Difficulties
Cerebral Palsy
Language impairment
Details
We work in partnership with parents and carers.
Provision for special dietary needs
Yes
Experience
Yes
Details
We work in partnership with Parents & Carers
Can make special cultural provisions
Yes
Experience
Yes
Details
Staff are multi-language and we have different resources.

Childcare Information

Vacancies

Immediate vacancies
Yes
Details
We have spaces in our outdoor preschool and forest school One space in our home education workshop

Funded Places

Offers 3 & 4 year old funded places
Yes
Offers 2 year old funded places
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 9.15 1.15
Tuesday 9.00 3.00
Wednesday 9.00 3.00
Thursday 9.00 3.00
Saturday 9.15 12.15
Facilities
Events parties
Garden
Climbing Frame
Messy Play Area
Accessible Parking
Heuristic play
Visit & Outings
Open Space
Home Corner
Allotment Plot
Nappy changing facility
Arts & Crafts
Both indoor and outdoor activities
Environmental Area
Quiet Area
Car Parking
Outdoor Play
Books & Storytelling
Small world toys

School Pickups

Does not offer school pickups

Local Offer

Description

If your child is happy within The Forest Approach Environment and requires additional support, We will assess whether we can provide 1-1 support. Bursaries can be applied for staff training. Or parents can pay for specialized staff. Our Children's workshops are for children aged 3-12. Our Preschool is aged 2-5

Special Educational Needs (SEN) funding will be allocated to your child where appropriate. It is generally used to support your child with one-to-one time with their Keyworker or the SENCDo throughout the week. Each child is individually assessed, and resources can be sourced where required. Visual timetables are created for children with autism.

 

Contact Name
Wendy Hamley
Contact Telephone
07825 538447
Contact Email
theforestapproach@hotmail.com
How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

When visiting The Forest Approach environment, you can see whether the setting will suit your child and you. We will discuss your child and their needs. Please be honest when filling out our registration forms. This way, we can give you the correct support and information for your child and family.

All children are allocated a 'Key Person' whom they meet alongside their parents on their show round or settling in; this enables the building of a trusting relationship. We have an open-door policy; we will always be available if you have concerns for your child.

An 'All about me' is completed with the child registration form. We do not have online learning journals, as we prefer our time to be spent playing with your children; we know your children exceptionally well and know their next step automatically. Each Term, we have individual parents "get together" to identify any additional support required

2-year-old checks will be completed the Term after the child's birthday. We will monitor and support your child alongside outside agencies such as Speech and Language with parental consent.

Our designated special educational needs coordinator will liaise with parents to provide the best environment for each child's needs. We can cater for children with special educational needs such as autism, speech and language, social and communication difficulties, self-regulation and disabilities. We welcome children from different cultures and diverse backgrounds and work closely with outside agencies such as Ethnic Minority Traveller Achievement Service (EMTAS) to aid travellers and families with communication barriers such as English as a second language (EAL).

Our staff meet termly to be informed of children's additional needs or support.

How will early years setting/school/college staff support my child/young person?

Children can be children- through play and self-chosen activities. First, the child is the centre of our practice with parents & educators, and they will have the best starting point possible. 

The Forest Approach is an inspirational process that offers all learners opportunities to achieve and develop confidence and self-esteem through learning experiences in a natural outdoor environment, incorporating  Forest School skills. This specialised approach complements the broader context of outdoor and woodland learning. The Forest Approach, led by a forest leader, aims to provide a holistic education for all children in their outdoor environment; learning is enhanced by the fantastic views surrounding our base camp. Some learning experiences are loosely structured to accommodate interests and curiosity. We will access children against the EYFS or development matters to evaluate their development.

We pride ourselves on a home-from-home environment and encourage parental involvement on any level. Some staff are trained in various areas, such as speech and language, mindfulness management and self-regulation. Key person build close relationships with parents and value their opinions and their experiences as they are the first educators in their children’s lives. Children’s progress is tracked on a termly basis, and the next steps are highlighted. These are discussed with parents, with a copy being sent home. Parental questionnaires are sent out regularly to gather their opinions on the service and support we provide to both their children. The Special Educational Needs Co-Ordinator (SENDco) is familiar with the SEN Code of Practice, keeps all records up to date and informs staff of any updates to the SEN policy. We liaise with parents and coordinate transitions into primary schools.

 

How will the curriculum be matched to my child's/young person's needs?

Children's progress 

Throughout the delivery of our curriculum in our unique environment, we will implement a child-led approach for our children to thrive in; instead of rushing children through their targets through their stages of development, we believe and trust that children progress at their own pace and in their unique way.  

Look for the moment when we can make a difference; by interacting with children, every second is teachable, and we will think about what I can add to this to support the child's progress.

Record children's progress: however, we keep the paperwork minimal as getting to know the child in more depth and detail is more important. Ensure all children's individual needs are met and will measure the impact of their learning through observing, reflecting, photos/videos and sharing progress with parents and other professionals where support is required. By making bonds with your child, we can fully support them and understand what level of support is needed and when additional help is required. We can create support within the environment, such as a visual timetable to support a child's understanding of routines.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Every child has an equal opportunity to access a range of appropriate learning experiences, enriched play situations, appropriate equipment, and interaction with qualified staff. Appropriate provision is assured by recognising each child's level of development. We include cultural festivals in planning activities throughout the year and promote celebrating diversity in our society. We follow a holistic learning culture where we work within our British Values. For example, the Rule of law - We have our code of conduct, which the children have produced to support the TFA. Democracy is where children are encouraged to make daily risk assessments and decisions together.

We deliver a holistic education with our curriculum for all children, including those with EAL, SEND and vulnerable children, by:

* Providing positive outdoor child-led experiences in a natural environment where every child can be involved in whatever interests them; the staff will join in with this and move their learning forward.

* Enhancing their learning through the nurturing space and the fantastic views around us. Children take part in learning experiences, incorporating forest school skills.

  • Regular communication with key workers and other staff members
  • All staff follow children's interests based on the individual needs of their children; this is discussed with parents/carers.
  • Sharing board and parents board to encourage involvement.
  • Open door policy and welcomes parental involvement at all times.
  • We also correspond with families via social networking pages, newsletters, dads/granddads Saturday workshops and other events to encourage full family participation. All correspondence may be printed for those families without internet access.
What support will there be for my child's/young person's overall well being?

Outside the formal educational setting of classrooms, the outdoors creates a learning environment framed by safety routines and established boundaries. Children experience active learning in a less structured manner, which suits the individual learning styles of many children. There are no limits; they are responsible for choosing and changing their minds (developing critical thinking), ensuring best practice is maintained through daily reflection and evaluation. We invite children to take risks and step outside their comfort zones as we will enable them to believe in themselves and grow their abilities, whatever these may be, as they will be different for all children. We give children the time to reflect. We have yoga and mindfulness teachers to support children's well-being.

Self-regulation is the ability to manage your emotions and adapt to the demands of the situation. It includes resisting highly emotional reactions to upsetting stimuli, calming yourself down when you get upset, and adjusting to a change in expectations.

Administration of Medications All administration of medications is strictly controlled and done by The Forest Approach. (TFA)  

Medicine Administration Policy and Procedure. Illnesses By the TFA Sickness, Medicine and Emergency Treatment policy, children will not be admitted if they show signs of an illness or disease that may be contagious. TFA uses guidance from Public Health England (PHE) guidance exclusion guidance for infectious diseases. If a child becomes unwell during the session, staff members will ensure that the child is comfortable but poses no risk to the other children. The team will contact the child's parent /carer and observe the child closely until they are collected.

  • Our environment is welcoming and friendly, and We provide a fully inclusive, positive approach.
  • We provide positive role models for the children and have a consistent duty of care. We will provide positive reinforcement and work closely with the parents/ carers to provide consistency.
  • Every child is unique and will be allowed to make their own choices.
  • Every staff member will fully support children with difficulties, and the Regulation Officer will ensure an Individual Education Plan is in place to support their needs and requirements.
  • We are a secure setting; we also risk assess when we visit forests, the orchards and the local area.
  • Comprehensive policies are held within the setting, including self-regulation, special educational needs, disabilities and inclusion. A copy of the safeguarding, equal opportunities and complaints policy is issued on joining.
  • All staff complete a criminal record check via the Disclosure and Barring Service (DBS) alongside suitability checks, conducted in line with supervision.
What specialist services and expertise are avaliable at or accessed by the setting/school/college?

The Forest Approach has Qualified Forest Leaders, Yoga and mindfulness teachers, Qualified QTS early-years teachers, and sports teachers. 

Most staff member is fully qualified to level 3 or above in child care (or working towards) and have up-to-date pediatric first aid training. The SENDCo attends the special educational needs induction training and termly SENDCo support meetings, which contain essential changes, legislation, new ideas, and resources to support children with SEN. All information is then cascaded down to the rest of the team. Most staff members have attended basic sign language (Makaton) training, which we will incorporate into general play and specific activities such as snacks. We work closely with outside agencies such as Portage, who work directly with parents in their own homes, local children’s centres and our Inclusion Team to ensure we can offer a suitable environment for all children to learn, play, and, most importantly, feel safe.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

 Our Team are all qualified to (or working towards) level 3 or above in childcare. The Management has level 6 training. Most staff have completed their first aid training and safeguarding training. Team members have attended various training courses, which include speech and language, letters and sounds, music, and Makaton and strive to continue their professional development. All Staff training is recorded.

How will my child/young person be included in activities outside this classroom including school trips?

 

All outings outside of the base camp of The Forest Approach require parental consent, which is obtained via their registration form. If it's a trip off-site to a different location, Parents and carers are always welcome to attend if they wish. Risk assessments are completed for all trips, and we welcome parental input. If your child requires additional help, they will be allocated one-to-one support, which will generally be their key person. Where required, visual timetables will be available and discussed with your child in order to prepare them for a change in their routine. It will explain what will take place on the outing in order for them to feel comfortable when outside of the normal routine.

How accessible is the setting/school/college enviroment?

As The Forest Approach is on a field that may not be accessible to wheelchairs, we would be happy to show you the environment for you to decide. We have appropriate toilet facilities which are compost. Our ethos is that we are mainly an outdoor environment; we have access to an indoor environment and are accessible at all times. Our outdoor area has a lot of natural resources, such as tyres, planks, logs, and milk crates, which provide risks and challenging activities for all children to participate in. The area is grass flat and is suitable for easy access. If your parent/ carer has English as an additional language. In that case, we can arrange to get another family member to translate, or with the parent's permission, we can get EMTAS, who can provide us with a translator. Sign & Poster can be solved or use dual languages. Visual cues can support the child's understanding. We can adapt any activity to support the child's learning.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We hold settling-in days where you and your child come into the environment for a few hours to play and meet your child's key person. It allows you both to see the environment and build relationships with everyone. The transitions are also supportive for children moving to primary school, with infant school teachers coming into the Setting to meet your child. The SENDCo will also attend a transition meeting with local schools to discuss your child's needs and any support they may require. We work closely with our feeder school to discuss expectations and children's development for the autumn term. All schools received all necessary documents, including the characteristics of effective learning.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

We provide 1-1 support if required. Bursaries can be applied for staff training. Special Educational Needs (SEN) funding will be allocated to your child where appropriate and is generally used to support them with one-on-one time with their key person or the SENDCo throughout the week. Each child is individually assessed, and resources can be sourced where required. Visual timetables are created for children with autism.

How is the decision made about what type and how much support my child/young person will receive?

We pride ourselves on working in partnership with all of our parents. Alongside your child's Key Person, you will work to establish if any additional support is required, and a decision will be made jointly. The SENDCo will assist the Staff members in completing an individual education plan for your child, which will immediately be put in place and supported by the rest of the team. We will aim for your child to become independent within the environment. The plan will then be reviewed on a termly basis with you. Through the observation process linked to the EYFS, ages and stages of development, and in discussion with you, the critical person, and the manager (SENCo), we will identify the required support. Ongoing Partnerships with you and outside agencies, and we will support the discussion of progress. Our SENDCo will advise on meeting your child's needs within consultation with you and other professionals when necessary with your permission. We will notify you of the process of applying for extra support. All staff within the setting will ensure all staff working with your child know your child's strengths and needs and how to support them.

How are parents involved in the setting/school/college? How can I be involved?

We actively encourage parents to participate in their child’s learning and development. For example, we send termly form sheets for parents/carers to complete, which will outline your child’s interests and needs. We will discuss these forms together to review your child’s progress and development and any individual education plans. If required, your child’s progress will be discussed throughout the term by email or face-to-face contact.

 

Offering services to:
  • Children 0-5
Supporting people with:
  • Activities for children and young people
Carescheme type:
  • Day nursery

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Last Updated: 13 December 2023

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