Forest School Lead

2 weeks ago

Bishop's Stortford, United Kingdom WhiteTrees Group Full time

**Main Purpose**

A Forest School is a long-term outdoor education process that is holistic and learner-led. It allows children to develop themselves through healthy engagement with risk, problem-solving and self-discovery, all within a natural environment in a hands-on and thoughtful manner. All forms of outdoor education are valuable, but Forest Schools have their own philosophies and ethos that benefit children in unique ways. At White Trees, Forest Schools is delivered through several regular sessions over an extended period of time - primarily weekly over the academic year, to incorporate different seasons.

The vision of Forest School is to enable each pupil to have the opportunity to develop themselves in an inquisitive manner and have a positive relationship with the natural world. Forest School places an emphasis on self-reflection, which equips learners with emotional and social skills that can stay with them into adulthood and permeate into other areas of their life.

What makes our Forest School different to other forms of outdoor education - such as outward-bound days, general outdoor lessons, bushcraft workshops - is that we at White Trees adhere to six guiding principles which are agreed by the UK Forest School community.

1 Sessions are delivered on a long-term basis

2 Sessions are risk-aware, not risk-averse

3 Invested in holistic development of the participants

4 Take place in a natural environment

5. Run by qualified Forest Schools practioners

6. Forest school is learner-centred with learner-based outcomes

**Duties and Responsibilities**

**Set high expectations which inspire, motivate and challenge pupils by**:

- Establishing a safe and stimulating environment for pupils, engrained in mutual respect
- Setting goals that stretch and challenge ALL pupils
- Demonstrating consistently the positive attitudes, values and behaviour which are expected of pupils - leading by example.

**Promote good progress and outcomes by pupils by**:

- Being accountable for the attainment, progress and outcomes of the pupils you teach (alongside other staff where applicable)
- Being aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these, wrapping the curriculum around the individual pupils.
- Guiding pupils to reflect on the progress they have made and their emerging needs
- Demonstrating knowledge and understanding of how pupils learn and how these impacts on teaching
- To report and record pupil’s attainment, progress and results of assessments within the school’s recording and reporting structure.

**Plan and teach well-structured lessons by**:

- Imparting knowledge and developing understanding through effective use of each session
- Promoting a love of learning
- Reflecting systematically on the effectiveness of sessions and approaches to delivery
- Contributing to the design and provision of an engaging curriculum within forest schools and/or within a pupil’s individual scheme of work.
- Ensure health and safety of all participants, including writing and maintaining risk assessments for the sites, tools and activities
- Regularly checking and maintaining tools and other equipment

**Adapt teaching to respond to the strengths and needs of all pupils by**:

- Knowing when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
- To set clear learning objectives, writing Schemes of work, medium term planning and short-term planning
- Ensure pupils you teach have their Individual Learning Programmes updated in line with the school systems
- Having a secure understanding of how a range of factors can inhibit our pupils’ ability to learn, and how best to overcome these
- **Following strategies/interventions designed by our Wellbeing team Make accurate and productive use of assessment by**:

- To mark, assess and return pupils’ work in line with school Evidence for Learning system, providing constructive oral and written feedback with clear targets and guidance for future improvement.
- Making use of formative and summative assessment to secure pupils’ progress
- Using relevant data to monitor progress, set targets, and plan subsequent lessons **Giving pupils regular feedback, both orally and through accurate marking, and encouraging them to respond to the feedback**

**Manage behaviour effectively to ensure a good and safe learning environment by**:

- Having clear rules and routines for behaviour in classrooms, and taking responsibility for promoting good and courteous behaviour both in classrooms and around the school
- Having high expectations of behaviour, using our behaviour wave system accordingly to help support our pupils, embracing the culture of ‘catching our pupils being good’
- Lead by example - show our pupils what we expect from them, positive behaviour and good manners
- Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

**Professi

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