In this thoughtful and often humorous episode of The Forest School Podcast, Lewis and Gemma dive into the messy, joyful world of maths at Forest School. Beginning with tangents on back-cracking, folk music, and gratitude journaling, the conversation soon weaves into a rich tapestry of observation, pedagogy, and curriculum critique. They explore how maths shows up organically in outdoor play—through fairness, measuring, currency invention, building, risk assessment, and more—without ever needing plastic counters or worksheets.

This episode covers contrasting pedagogical approaches from Waldorf to EYFS, key takeaways from Peter Gray’s articles on unschooling and mathematical autonomy, and real-life examples of emergent maths in Forest School settings. With warmth and depth, the conversation questions our societal obsession with didactic maths and celebrates the mathematical richness already present in nature, play, and human connection.

⏱ Chapter Timings:

00:00 – Crying, car crashes, and physical paperwork: an emotional intro
02:43 – Chiropractic YouTube, gratitude journaling, and old stuff
07:47 – Reclaimed bricks, wine bottles, and Devon apple trees
11:01 – Folk music, John Barleycorn, and mythic maths metaphors
12:49 – Book reviews: EYFS maths, Waldorf geometry, and Fibonacci sneezeweed
18:42 – Rhythm, the heliosphere, and how not to teach time
25:33 – Forest School maths: pinecone currency, tree rings, and fairness
31:47 – Peter Gray’s articles and the four types of maths
44:34 – Real examples: cooking, climbing, measuring, and equity
54:41 – Takeaways: start with the learner, strip it all back

🌲 Keywords: Forest School maths, outdoor learning, emergent numeracy, playful maths, unschooling, Peter Gray, Waldorf geometry, EYFS curriculum, observational learning, currency in play, fairness, rhythm in nature, gratitude practice, folk pedagogy

🔖 Hashtags:
#ForestSchool #OutdoorLearning #MathsInNature #Unschooling #EmergentMaths #NatureBasedLearning #PlayBasedMaths #PeterGray #WaldorfEducation #RhythmAndMaths #ForestSchoolPodcast #EarlyYears #ChildLedLearning #PracticalPedagogy #NatureConnection #MathsOutside

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In this warmly meandering episode of The Forest School Podcast, Lewis and Gemma begin with three fires, a rocket stove experiment, and a bin fire that wasn’t quite planned. Amid mouldy mugs and missing coffee, they explore the themes raised in the article Education Outside the Fishbowl by unschooling writer Carol Black. What unfolds is a rich and personal conversation about observation, validation, trust, and the difference between learning and performance.

They question whether learning really “counts” if no adult sees it, reflect on the deadening effect of evaluative gazes, and draw on examples from Forest School sessions, home education, and their own parenting journeys. With side quests into guided reading, sneaky games in ghillie suits, government reports, and the emotional labour of not losing your rag, this episode is a fire-warmed rumination on play, power, and perception.

🌱 Whether you're a Forest School leader, parent, or unschooling advocate, this one invites deep thought about who learning is for—and how we notice it.

⏱ Chapter Timings:
00:00 – Bin fires, rocket stoves, and drying cob: the scene is set
01:40 – Journalling gifts, corn, and the emotional labour of staying patient
04:29 – Personal themes: reciprocity, sustainability, and foraging cloves
06:20 – Education Outside the Fishbowl: article intro and first reflections
08:41 – Invisible learning: can children learn without being watched?
10:26 – Internal worlds, soft skills, and why some play defies documentation
13:24 – The danger of needing outcomes and performances
15:06 – Observation vs trust: Holt, Alfie Kohn, and conditional attention
18:21 – “What have you been up to?” as adult validation or subtle judgement?
20:55 – Evaluative gazes and how being observed changes practice

🌲 Keywords: Forest School reflection, unschooling, education reform, invisible learning, child-led play, observational practice, Carol Black, John Holt, praise and motivation, evaluative gaze, adult validation, play-based learning, home education, trust in learning

🔖 Hashtags:
#ForestSchool #Unschooling #InvisibleLearning #ObservationNotJudgement #TrustTheProcess #OutdoorEducation #CarolBlack #JohnHolt #LearningThroughPlay #ForestSchoolPodcast #SelfDirectedEducation #EducationReform #ChildrenLeadLearning #ReflectivePractice

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In this relaxed but thought-provoking episode of The Forest School Podcast, Lewis and Gemma record from indoors during a national lockdown and reflect on the rhythms of winter, social dynamics in education, gender politics, and gratitude. They discuss lockdown resilience, the myth of perfect nature provision, and how Forest School leaders can deepen their relationship with the woods during seasonal downtime. The conversation expands into a lively debate on gender equity sparked by a controversial US classroom policy, and circles into the symbolism of site maintenance, reciprocity with nature, and setting sustainable themes for the year ahead. From domestic social history to rushlights and post-hole diggers, this episode weaves together practical woodland advice, philosophical musings, and professional development reflections.

🌿 Sponsors:
This episode is supported by our wonderful partners:

👉 TENTSILE – Makers of the original tree tent. Get 10% off with code ForestChildren10 at www.tentsile.com

👉 Chris Holland – Nature connection guide and author. Get 10% off his 54-page plant ID guide using code ForestSchoolPodcast at our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ Chapter Timings:
00:00 – Lockdown check-in: emotional weather and national context
03:40 – Forest School families as more winter-ready than most
06:00 – Why kids "can’t" run around in lockdown—and challenging that narrative
07:00 – The LEGO gender divide debate: equity, exclusion, and classroom ethics
14:00 – Gender in the woods: helping, assumptions, and scaffolding equality
19:50 – Site rest and slow noticing: the gift of pausing during lockdown
25:00 – Winterising muddy paths: woodchip strategies, Christmas trees, and sourcing tips
32:50 – Rethinking visual impact, straight lines, and the Holly King's reminder
36:50 – Planting, coppicing, and regenerating the middle woodland story
45:00 – Yearly themes: gratitude, reciprocity, and sustainability in practice

🌲 Keywords: Forest School winterisation, muddy path solutions, tree care, lockdown in nature, gender and equity in play, gratitude practice, site sustainability, LEGO gender politics, woodland pedagogy, coppicing, posthole diggers, social history, New Year themes, Forest School themes

🔖 Hashtags:
#ForestSchool #OutdoorEducation #WinterWoodland #NatureConnection #SustainableTeaching #GenderEquity #ForestSchoolPodcast #MuddyPaths #ChildLedLearning #ReflectivePractice #GratitudeInNature #Reciprocity #Coppicing #SiteMaintenance #WoodlandCare

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Certainly. Here are your podcast show notes in the requested format and style, with no more than 10 chapter timing points:

In this wild and wonderful New Year’s special of The Forest School Podcast, Lewis and Gemma are joined by a brilliant international lineup of Forest School and playwork legends: Lily Horseman (Kindling Training, UK), Jen and Narelle (Birdwings Forest School, Australia), and later, John Cree. What starts as a light-hearted quiz turns into a rich mix of laughter, trivia, tree facts, punk bands, fungus fears, and bodily function biology.

Ranging from the dangers of the Australian gimpy gimpy tree to ancient pine lineages, toilet paper metaphors, and Haiku riddles about woodlice, this episode fizzes with fun and quirky knowledge. The team share favourite names for woodlice, debate whether birds can fart, and trade tales of camel-related injuries and surprise spiders. This isn’t just entertainment—it’s a celebration of curiosity, community, and the joy of learning through play.

📍⏱ Chapter Timings:
00:00 – Welcoming 2021 with global guests and a chaotic quiz
01:07 – Mushroom or Punk Band: “Rigid Leather Bracket” and other horrors
12:08 – Gimpy gimpy leaves, toilet paper dilemmas, and plant texture metaphors
16:38 – Ancient Australian trees and secret pine preservation
21:03 – Animal trivia: venomous bees, buffalo imports, and cane toad disasters
28:11 – The tallest trees and the trouble with knowing
32:40 – Lily’s round: “Does It Fart?” and the ammonia-farting woodlouse
45:29 – Fly Cackles: haiku riddles, gall wasps, sycamores, and more
54:37 – John’s surprise anagram round: “mom shack” and “yellow bots”
57:54 – Sticky endings and what not to wipe with in the rainforest

🌲 Keywords: Forest School quiz, Australian wildlife, punk band names, mushroom facts, toilet paper leaves, tree trivia, gimpy gimpy tree, woodlice facts, farting animals, Fly Cackles, nature haiku, playwork humour, sticky tape first aid, ancient trees, toilet paper metaphors

🔖 Hashtags:
#ForestSchool #OutdoorEducation #ForestSchoolPodcast #NatureQuiz #WildTrivia #PlayworkHumour #TreeFacts #AustralianBushcraft #FungiFears #DoesItFart #HaikuRiddles #NatureLearning #WoodlouseWisdom #BirdwingsForestSchool #KindlingTraining

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Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠

In this soulful, story-rich episode of The Forest School Podcast, Lewis and Gemma sit down with Jen from Nourish Woodlanders and Woodland Journeys to explore the deep rhythms of land connection, seasonal rituals, and community. They discuss dragon lore, solstice drumming, nettle cakes, the balance between reverence and irreverence, and the legacy of ceremonies that shape our inner and outer landscapes. From the importance of grief altars and gratitude trees to the role of rest in our ecological cycles, this conversation traverses mythology, pedagogy, and personal practice. Jen also shares insights on rites of passage work, the responsibility of humans to nurture biodiversity, and how ritual supports collective mental health. A reflective, often humorous episode that celebrates mystery, memory, and muddy hands.

🌞 Chapter Timings:
00:00 – Unpacking clever kit: a tech-free shortcut to rigging tarps
01:26 – The story of Nourish Woodlanders and ancient castle lands
03:46 – Dragons, cycles, and seasonal energy
06:16 – Ritual as an ontological need and the cost of disconnection
11:28 – Harvest Home, cultural loss, and re-seeding tradition
14:14 – Introducing ritual into sessions without overwhelming newcomers
17:32 – Grief, ritual, and sacred spaces in outdoor learning
20:54 – Drumming up the sun: marking solstice with ceremony
27:30 – Energy cycles, rest, and reframing productivity
33:35 – Feeling like a guest in the woods: summer’s abundance and intrusion

🌲 Keywords:
seasonal rituals, solstice traditions, land connection, Forest School community, rites of passage, dragon mythology, sacred irreverence, nature-based mental health, biodiversity responsibility, grief rituals, Forest School culture, cyclical learning, elder lore, fire gratitude, woodland stories

🔖 Hashtags:
#ForestSchool #NatureConnection #RitualsAndRhythms #OutdoorLearning #SeasonalCycles #CommunityEducation #ChildLedLearning #ForestSchoolPodcast #LandBasedWisdom #SolsticeCelebration #WoodlandCulture #DragonLore #GriefInNature #CelticWheel #SacredPlay

🌐 More Episodes & Support:
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Support the show and join our community at www.patreon.com/theforestschoolpodcast
For questions, feedback, or collaboration: [email protected]

In this loose and laughter-filled episode of The Forest School Podcast, Lewis and Gemma begin with caffeine-fuelled chaos (and a new puppy) before diving deep into a side of Forest School that's rarely discussed: regulation, inspection, and the mental load of compliance. Prompted by a recent Ofsted inspection, the duo open up about the emotional labour of maintaining standards, navigating grey areas of registration, and how professional autonomy in the woods can be both empowering and isolating. They explore why paperwork sometimes feels like a punch in the gut, how to balance authenticity with accountability, and the importance of reflective systems that keep children safe without burning practitioners out. From caffeine for gamers to the underappreciated value of buddy systems and recognising hidden workloads, this episode offers real talk and practical reflection for anyone trying to run Forest School well—and legally.

⏱ Chapter Timings:
00:00 – Puppy poo, gamer caffeine, and jittery beginnings
02:00 – “Vaguely talking about…”: the episode that found its theme
03:15 – What Ofsted is (and isn’t), and how inspections really feel
05:06 – Hidden admin: ratios, risk assessments, and rules no one tells you
07:36 – The myth of one clear answer and why “just ring them” doesn’t cut it
09:41 – Autonomy vs accountability: running your own Forest School bubble
14:27 – Why a Level 3 isn’t the finish line (and what still gets missed)
18:29 – Should Forest School have its own inspection standards?
22:28 – Disclosures, safeguarding, and the adult jolts in a playful world
30:34 – Buddying up, burnout, and the burden of carrying it alone

🌲 Keywords: Ofsted, Forest School inspection, professional standards, compliance, admin load, safeguarding, outdoor education, Forest School qualifications, autonomy, paperwork stress, Forest School buddy system, regulation confusion, Forest School legality

🔖 Hashtags:
#ForestSchool #Ofsted #OutdoorEducation #Safeguarding #ForestSchoolLeadership #NatureBasedLearning #Compliance #ReflectivePractice #AdminLoad #BuddySystem #ChildSafety #ForestSchoolPodcast

🌐 More Episodes & Support:
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Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this lively, insightful episode of The Forest School Podcast, Lewis and Gemma dive into the work of Dr Ross Greene, the clinical psychologist behind The Explosive Child and Lost & Found. They explore his compassionate, actionable approach to supporting children with challenging behaviour – not through control or rewards, but through collaboration, reflective conversation, and a deep respect for unmet needs.

Broadcast from a rainy Devon morning filled with cold toes, happy hardcore, and philosophical detours into Parisian pianos and historical opiates, the conversation moves through Greene’s model of Plan A, B, and C, the power of reflective listening, and what it means to shift from adult authority to mutual understanding.

From Forest School to formal classrooms, they reflect on the relevance of Greene’s work in outdoor learning, behaviour policies, and parenting. They also unpack the links to nonviolent communication, the pitfalls of binary thinking, and the power of seeing children’s struggles as skill deficits rather than defiance. Essential listening for anyone working with young people.

🌲 Episode also includes an unscripted (and very Forest School) promotion of their Level 3 training and a tangent on muddy boots, personal appearance, and the curse of the "tradesman look" in Tesco.

⏱ Chapter Timings:
00:00 – Informal intro and Level 3 training shoutout
02:23 – Cold feet, Goldfish Bowl vibes, and seasonal blues
06:53 – Introducing Ross Greene and the Lives in the Balance model
08:43 – Comparing The Explosive Child and Lost & Found
14:20 – The ALSUP tool: reframing “behaviour issues” as difficulties
22:11 – The child’s point of view: collaborating, not commanding
29:11 – Fairness, empathy, and the fallacy of top-down solutions
33:13 – Forest School adaptations: handwork conversations and timing
43:58 – Classroom flashbacks, corridor chats, and reactive approaches
59:19 – Parents, pressure, and the myth of “just bad parenting”

🌲 Keywords: Ross Greene, collaborative problem solving, The Explosive Child, Lost & Found, behaviour support, outdoor education, Forest School adaptation, reflective listening, needs-based support, nonviolent communication, emotional safety, child-centred practice, power dynamics, parenting SEN, inclusive pedagogy

🔖 Hashtags:
#ForestSchool #OutdoorLearning #BehaviourSupport #RossGreene #TheExplosiveChild #LostAndFound #ReflectivePractice #SENSupport #InclusiveEducation #ChildLedLearning #CollaborativeProblemSolving #NonviolentCommunication #EmpathyInEducation #ForestSchoolPodcast

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
Questions, feedback, or collaboration: ⁠[email protected]

In this dynamic and deeply reflective episode of The Forest School Podcast, Lewis and Gemma welcome Artemis Darnell from The Garden in Bristol – a self-directed, consent-based learning community. They dive into the tensions and triumphs of education that centres autonomy, explores sociocratic processes, and values emotional safety as highly as tool use or academics.

From letting go of “democratic” labels to redefining conflict resolution without punishment, this conversation is a goldmine for educators seeking sustainable, child-led structures. Artemis shares how meetings, modelling, and long-term trust form the backbone of their project – and how even five-year-olds can chair meetings when space is held with care. The trio explore the practicalities of sociocratic decision-making, the moral development of children without coercion, and the challenge of rewilding ourselves away from praise-based systems.

With examples from Forest School, home education, and a powerful discussion on false memories, this episode blends research, lived experience, and humour. It’s a bold, energising glimpse into what education could look like when we lead with trust, curiosity, and community commitment.

⏱ Chapter Timings:
00:00 – How the episode came together and meeting Artemis online
02:06 – What is The Garden? Consent at the heart of learning
04:40 – Why long, unresolved conversations are vital learning
06:09 – Modelling meetings, chairing roles, and young leadership
08:40 – Budgets, consensus, and community power dynamics
13:00 – Reflections vs. energy levels: when to check in
17:21 – Long-term behaviour change without rewards or punishments
24:08 – Research into moral reasoning at The Garden
31:28 – Real-world maths, shops, and the power of purposeful learning
39:25 – Love of literature vs. literacy lessons

🌲 Keywords: sociocracy, consent-based education, democratic education, conflict resolution, nonviolent communication, Forest School philosophy, real-world maths, child-led learning, emotional safety, praise vs intrinsic motivation, community governance, long-term learning, false memories, reflective practice

🔖 Hashtags:
#ForestSchool #OutdoorEducation #SelfDirectedEducation #Sociocracy #ConsentBasedLearning #DemocraticEducation #ChildLedLearning #EmotionalLiteracy #ConflictResolution #NatureBasedLearning #ForestSchoolPodcast #AlternativeEducation #Unschooling #RealWorldMaths #CommunityLearning

🌐 More Episodes & Support:
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Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this lively, expansive episode of The Forest School Podcast, Lewis and Gemma unpack the power and complexity of wide games in Forest School. From smuggling pebbles and chasing rabbits to navigating age-mixed play, they explore the hidden pedagogies inside high-energy group games. The episode examines how wild play can mirror ancient human behaviours, enable role-based empathy, and unlock social learning through conflict, failure, and flow. With references to escape rooms, inherited trauma, predator-prey metaphors, loose parts theory, and democratic education, this conversation reframes ‘just a game’ as a potent educational tool. Lewis and Gemma also reflect on how adaptable facilitation, group dynamics, and reflective practice can transform chaos into connection.

🎯 Want to spark better strategy, group cohesion, and hidden learning in your own practice? This episode will give you a forest-full of ideas.

⏱ Chapter Timings:
00:00 – First aid, swearing, and real-life practitioner messiness
01:37 – Reflections on delivering their first Level 3 training
03:40 – What are wide games? Definitions, accessibility, and use beyond Forest School
05:58 – How site privacy and visibility impact facilitation and trust
10:36 – Football, field-based play, and the nature disconnect
14:06 – Cheating, fairness, and democratic dynamics in wide games
19:29 – The “Smugglers” game: flow states, conflict, and social fallout
23:31 – Failing forward: recognising rich learning inside ‘broken’ games
27:25 – Roleplay, inherited memory, and real-world metaphors
36:01 – Predator-prey empathy and recapitulative nature connection
44:59 – In-role learning, performance psychology, and transformative engagement

🌲 Keywords: wide games, Forest School games, smuggling game, democratic play, social learning, cheating and fairness, predator-prey empathy, recapitulated play, outdoor games, children’s roleplay, mixed-age groups, football in nature play, flexible facilitation, failure in learning, in-role engagement, loose parts play

🔖 Hashtags:
#ForestSchool #OutdoorLearning #WideGames #RolePlayLearning #SmugglersGame #ChildLedPlay #ForestSchoolPodcast #SocialLearning #NatureConnection #DemocraticEducation #ReflectivePractice #MixedAgeLearning #LoosePartsPlay #InclusiveGames #RiskyPlay

🌐 More Episodes & Support:
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Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠

In this rich, free-flowing episode of The Forest School Podcast, Lewis and Gemma take a walk around the woods to explore the thorny and often misunderstood concept of procrastination. Is it really just wasting time, or is there something deeper at play? With links to executive function, emotional safety, and social learning, this conversation weaves through YouTube theories, Venn diagrams, rainy day dilemmas, and the complexities of child-led time choices. They unpack when to intervene and when to let things play out, how procrastination might look in a six-hour session vs a school visit, and how learners may value fantasy, process, or social cohesion over 'finishing' anything at all. With warmth and depth, this episode invites educators to rethink productivity, time, and what it means to truly let go of adult-led outcomes.

🎧 Chapter Timings:
00:00 – Procrastination and the emergency car kit
01:25 – Zeitgeist moments and why this topic matters now
03:44 – Long-term provision vs habitual delay
05:16 – Productive procrastination and percolation time
10:35 – Emotional consequences and soft deadlines
14:18 – The Fear Monster, the Instant Gratification Monkey, and learner autonomy
20:21 – Executive function and social play in the woods
29:50 – Time perception and how children manage their own timelines
34:40 – Peer-created deadlines, social play, and missed moments
49:59 – Procrastination or fantasy? Scaffolding big project thinking

🌲 Keywords: Forest School procrastination, executive function, time perception in play, cognitive flexibility, socio-dramatic play, play-based learning, scaffolding big ideas, natural consequences, long-term outdoor provision, learner autonomy

🔖 Hashtags:
#ForestSchool #OutdoorEducation #ExecutiveFunction #PlayBasedLearning #ChildLedLearning #ForestSchoolPodcast #SocialPlay #CognitiveFlexibility #LongTermProvision #ReflectivePractice #TimePerception #NatureBasedLearning #AutonomyInPlay #SoftDeadlines

🌐 More Episodes & Support:
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Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]