Critical Issues in Forest Schools

Mark Sackville-Ford has a background as a teacher in mainstream primary schools before moving to work within the field of inclusion, particularly around ‘behaviour’. He founded and led BSS Forest School, working with a team of Forest School practitioners delivering sessions to local schools with a wide range of client groups on different sites. His projects have tended to work with older pupils who were at risk of exclusion. Mark holds the Level 4 Forest School qualification and has delivered training. He now works as a Senior Lecturer in Education at Manchester Metropolitan University where he is interested in the theoretical aspects of education, teaching across undergraduate and postgraduate courses. His doctoral thesis was entitled ‘Affective School Atmosphere: an adventure through lively matters’ and investigated how children may experience the everyday ethos of schools, using creative methodologies. He is interested in alternative approaches to education and is passionate about supporting young people who find the current education system challenging. Helen Davenport has worked in the Early Years sector for twenty years, as a Foundation Stage Leader, Deputy Head and currently as a Senior Lecturer at Manchester Metropolitan University in Childhood Studies. She has previously been engaged in research that explores the nature of students′ reflective writing and young children′s talk and ′chatter′. Helen is passionate about the benefits of outdoor learning and Forest School and enjoys taking her Early Years students to Forest School sessions and enabling them to experience this approach first hand. Her current academic interests include the pedagogies and practices that stem from Forest Schools, with a particular curiosity about practitioner experiences of leading sessions and how these outdoor spaces might support children’s talk.

• Part I: Mapping the TerritoryChapter 1: When Forest School isn′t Forest School - Mel McCreeChapter 2: Challenge and compromise at Forest School - Helen DavenportChapter 3: What does ′long-term′ mean at Forest School? - Mark Sackville-FordChapter 4: Forest School and progressive forms of education - Mark Sackville-FordPart II: Navigating the ethosChapter 5: Rethinking praise and competition at Forest School - Mark Sackville-FordChapter 6: Reflecting on multiple intelligences and learning styles - Mark Sackville-FordChapter 7: Behaviours that challenge at Forest School - Mark Sackville-FordChapter 8: A voice in the Forest - Helen DavenportChapter 9: A School Perspective of Forest School - Elizabeth IrvinPart III: Furthering PracticeChapter 10: Transitions at Forest School - Leanne ConnellyChapter 11: Identities and genders at Forest School - Mark Sackville-FordChapter 12: The Impact of Fire at Forest School - Kelly Francis HorrocksChapter 13: How safe is Forest School? - Lily HorsemanChapter 14: Aspects of training: a conversation - Lily Horseman & Mark Sackville-Ford