In this thoughtful, wide-ranging episode Lewis and Gemma return from a fog-shrouded break to explore Cal Newport’s “Essentialism” and its powerful lessons for both life and Forest School practice. They unpack Newport’s core principle—focusing relentlessly on what truly matters—and discuss opportunity costs, the art of saying “no,” and how Amish communities vet new technologies against their values. Along the way they explore applying essentialism to kit choices, session planning, digital tools, work–life balance buffers and guiding Forest School branding. It’s a practical manifesto for choosing less, doing more—and doing it better.

⏱ Chapter Timings:
00:15 – Welcome back: fog, hay-fever and distribution hiccup
00:45 – Podcast pause recap: today’s concept review, not a straight book club
01:23 – Introducing “Essentialism” by Cal Newport: core thesis
02:07 – Tying essentialism to digital minimalism and Forest School tech debates
03:25 – The “project inside you”: waiting two years to write at the right time
04:19 – Opportunity costs: every “yes” to social media is a “no” to something else
06:13 – Amish “governing council” example: vetting new tech against community values
10:14 – Applying essentialism to session planning: identifying truly essential goals
13:24 – Kit minimalism: fewer tools, more impact, reduced mental load
15:18 – Essentialism for branding: clarifying your Forest School’s core promise
16:02 – Balancing public funding and private delivery: conflicting values
18:38 – Political vision: could outdoor credits mirror childcare vouchers?
20:41 – “The Age of Stupid” re-release: urgency of climate action
26:03 – Building daily buffers: safeguarding time for priority tasks
27:11 – Wrap-up: being choosy, staying focused, and next week teasers

🌲 Keywords: essentialism, focus, opportunity cost, saying no, minimalism, Forest School planning, digital tools, kit curation, branding clarity, work–life buffers, Amish tech vetting, climate urgency

🔖 Hashtags:
#Essentialism #CalNewport #ForestSchool #Minimalism #DigitalMinimalism #SayNoMore #KitCuration #FocusOnWhatMatters #PlayBasedLearning #WorkLifeBalance #ClimateAction

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In this misty, reflective episode Lewis and Gemma savour a fog-shrouded morning in the woods, admire dew-spangled spider-webs and commiserate over hay fever—before taking on a thorny topic: is outdoor education a right or a privilege? They kick off with the BBC’s recent “walled-playground” story and a thought-provoking blog by Nick Lewis on the hidden costs of outdoor pursuits (DofE kit, waterproofs, etc.). Drawing on personal experience as both a publicly funded Forest School provider and a private endeavour, they explore the tension between universal free access and the realities of running a sustainable service. Along the way they wrestle with questions of social justice, state versus private provision, land availability, and what true equity in outdoor play might look like—before teasing upcoming workshops on creative storytelling and drama at the Somerset Play Forum (June 19) and their Bardic Forest School event (28 April). It’s a candid conversation that holds up a mirror to the movement, urging deeper empathy, political imagination and collective action.

⏱ Chapter Timings:
00:15 – Fog, dewy spider-webs & hay fever woes
00:32 – Morning weather check & nature’s stillness
01:06 – Topic intro: outdoors as right or privilege?
01:56 – BBC story: gated play area for affluent residents only
02:27 – “Poor doors” & social-housing exclusion in new developments
03:36 – Nick Lewis’s blog: hidden costs of outdoor adventure (DofE kit, waterproofs)
04:47 – Reflecting on middle-class blind spots in outdoor education
06:01 – The cumulative burden: kit lists, session fees & family budgets
07:06 – Forest School as springboard vs weekly indulgence
08:37 – Personal conflict: running both publicly funded & private Forest Schools
10:15 – The piano-teacher analogy: paying for specialized expertise
11:13 – State-funded early years: could outdoor credits work?
12:15 – Land loss, privatisation & shrinking free Green Space
13:04 – Political vision: equal outdoor provision in national curriculum?
14:32 – Ofsted-registered kindergarten vs self-pay weekend sessions
16:02 – The private-public tension: quality, autonomy & sustainability
18:38 – Idealistic policy vs current funding realities
20:41 – Imagining government subsidies for outdoor learning credits
22:19 – Champagne-lemonade, nursery-funding caps & quality trade-offs
23:51 – Re-released doc “The Age of Stupid” & climate-change urgency
26:03 – Call for listener feedback on accessible outdoor practice
27:11 – Upcoming events: Storytelling at Somerset Play Forum (19 June) & Forest School Bardic Day (28 April)

🌲 Keywords: outdoor education equity, Forest School funding, play-area exclusion, social justice, DofE kit costs, public vs private provision, land access, early-years credits, story-telling workshops

🔖 Hashtags:
#OutdoorEducation #ForestSchool #AccessForAll #PlayEquity #StateVsPrivate #SocialJustice #NatureConnection #SomersetPlayForum #AgeOfStupid #StorytellingInNature

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In this lively, outdoor episode the team greets a curious raven and riffs on corvid fascination—before diving into a deep review of Heather Shumaker’s game-changing parenting guide It’s Okay Not to Share & Other Renegade Rules for Raising Competent & Compassionate Kids. They unpack Heather’s surprising background (from Antarctic trash-collector to oral-history biographer), the book’s bite-sized chapters and practical “what to say” boxes, and the fundamental Renegade Rule: children’s right to choose how (and whether) they share. Along the way they explore setting limits while respecting autonomy (even “doggie” dinner play), conflict resolution scripts that give victims a voice, signage strategies for “no boys/girls allowed” scenarios, flexible blackboard waitlists, and the book’s bold takes on rough-and-tumble, bomb/gun play and even preschool sex ed. Finally, they invite listeners to join their workshop at the Somerset Play Forum on June 19th.

⏱ Chapter Timings:
00:07 – Raven sighting, corvid obsession & Google’s “befriend a crow” top autofill
00:27 – Introducing It’s Okay Not to Share & Heather Shumaker’s bio
00:47 – Heather’s eclectic past: sailor, llama-trekker, Antarctic trash-collector, oral-history author
01:23 – Surprising non-psychology background vs book’s authoritative voice
01:54 – Book structure: standalone chapters & “words to use/avoid” boxes
02:46 – Renegade Rules: permission to skip forced sharing & reclaim play rights
03:40 – Key rule deep-dive: “It’s okay not to share”—protecting children’s play autonomy
04:48 – Language tips: short, simple, non-judgemental statements to set limits
05:36 – Balancing limits and imagination (“doggie dinner” case study)
06:44 – Adult advocacy: defending a child’s turn without penalising others
08:23 – Conflict resolution scripts: giving victims a voice & coaching both parties
09:59 – Exclusion play: signage & gentle interrogation of “no boys/girls allowed” myths
11:11 – Blackboard waitlists: portable, flexible turn-tracking tool in group sessions
12:39 – Other standout chapters: rough-and-tumble, bomb/gun play, preschool sex ed, dead-bird buddies
13:28 – Coming up: Somerset Play Forum workshop on 19 June—join us!

🌲 Keywords: Renegade Rules, child autonomy, sharing rights, conflict resolution, waitlists, exclusion play, rough-and-tumble, play signage, non-judgemental language, Heather Shumaker, play pedagogy, Somerset Play Forum

🔖 Hashtags:
#ItsOkayNotToShare #RenegadeRules #ChildLedPlay #PlayRights #ConflictResolution #OutdoorPlay #PlayPedagogy #ForestSchool #SomersetPlayForum #HeatherShumaker

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Feedback or collab? [email protected]

In this lively, thought-provoking episode, Lewis and Gemma shelter from stormy March winds in the cabin and introduce a deceptively simple yet powerful theme: “Stressful Messy Play” (or “playing at work”). Beginning with a fun fact about why March is the windiest month and an explanation of ancient woodland anemones (aka windflowers), they dive into how play that looks serious, high-stakes or even “stressful” can actually build resilience, physical strength and social understanding. From toddlers rehearsing “please” and “thank you” to children heaving grain through a former science-museum exhibit, they explore how large-muscle, adrenaline-charged activities prepare us for real-world challenges. Along the way they unpack social-norm rehearsals, risk-skills scaffolding, stress-hormone workouts, the zone of proximal development and the art of stepping back—supporting without over-helping. It’s a powerful reminder that play need not always look carefree to be joyful and developmental.

⏱ Chapter Timings:
00:10 – Training wrap-up & windy cabin context
00:32 – Fun fact: March as windiest month & “anemone” etymology
01:12 – Anemones as ancient-woodland indicators & folk names
01:31 – Framing “stressful messy play” vs “playing at work”
01:57 – Definition of play: enjoyment vs serious purpose
02:58 – Challenging the relaxed-play stereotype
03:24 – Social-play rehearsal: practising manners and gratitude
04:00 – Playful navigation of social expectations
05:09 – Resilience through play: safe mistakes, big learning
06:11 – “Playing at work”: Science Museum’s grain-circuit exhibit
07:07 – Observing teamwork under physical strain
08:17 – The adrenaline-enjoyment paradox in rough play
10:19 – Adrenaline, cortisol and the stress-muscle metaphor
11:57 – Emotional-regulation: supporting children’s stress levels
15:21 – Supervising rough-and-tumble: negotiation, not negation
18:08 – Risky play: group dynamics, self-monitoring and exit points
23:27 – Training schools: framing and valuing all types of play
25:25 – Empowering struggle: children leading their own help
30:27 – Less-is-more intervention: autonomy over assistance
31:32 – Spotlight quote: self-directed learning as true literacy
32:17 – Next week’s preview: It’s Okay Not to Share by Renegade Rules

🌲 Keywords: stressful play, messy play, risky play, resilience through play, cortisol workout, social norms rehearsal, zone of proximal development, autonomy in play, rough-and-tumble supervision, play pedagogy, play in education, high-adrenaline play, adult intervention, social-emotional learning

🔖 Hashtags:
#StressfulPlay #MessyPlay #RiskyPlay #PlayForResilience #OutdoorEducation #ForestSchool #ChildLedLearning #PlayPedagogy #SocialSkills #SelfDirectedLearning #RoughAndTumble #CortisolWorkout #PlayTheory #ZoneOfProximalDevelopment

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Support us at www.patreon.com/theforestschoolpodcast
Feedback or collab? [email protected]

In this engaging, wide-ranging episode, Lewis and Gemma sit down with forest-craft expert Richard Irvine to unpack the journey of turning hands-on craft skills into a beautifully photographed, foolproof step-by-step book. They dig into the challenges of writing clear instructions without in-person coaching, the value of a pared-back tool kit (just a pruning saw, whittling knife, awl and tent peg!), and designing projects that work for families as well as schools. Along the way they explore how reflective writing reshaped Richard’s in-person courses, the importance of motor and emotional readiness for safe tool use, and why craft is, above all, play. Drawing on European whittling traditions—from Christmas-tree-top whisks to the 19th-century “sloyd” movement—they celebrate craft’s heritage, its power to foster self-reliance, and its place within the broader outdoor-education landscape. Finally, Richard shares plans for upcoming whittling days, London Craft Week demos, and hints at book two.

⏱ Chapter Timings:

00:09 – Welcome, intros and today’s focus
01:04 – Crafting foolproof step-by-step guides
02:00 – Reflective writing reshapes teaching
02:47 – The four-tool kit: saw, knife, awl, peg
03:41 – Designing for families and schools
04:45 – Photographing projects in mature woodland
05:27 – Beginner-friendly vs high-end online craft
06:08 – Whittling in short, therapeutic bursts
07:48 – Children’s engagement & risk awareness
10:08 – Flow: from conscious to unconscious competence
11:57 – Motor development vs emotional readiness
13:22 – Pausing sessions: non-confrontational tool breaks
15:21 – Project progression and creative experimentation
16:27 – Sustainable elder wood harvesting
18:01 – Material stewardship & woodland ethics
19:14 – From blog to book commission
20:02 – Folk tradition: Christmas-tree-top whisks
21:19 – European whittling heritage & “sloyd”
23:31 – Cycles in educational philosophy
26:27 – Framing all craft as play, process over product
30:01 – Balancing instruction with free exploration
32:26 – Forest School within the outdoor-education spectrum
34:16 – Upcoming whittling courses & London Craft Week demos

🌲 Keywords: forest craft, step-by-step guides, reflective practice, minimal tools, family learning, whittling, motor skills, emotional safety, craft as play, Forest School pedagogy, educational sloyd, sustainability, elder wood, outdoor education, self-reliance, DIY nature crafts

🔖 Hashtags:
#ForestCraft #Whittling #OutdoorEducation #CraftAsPlay #ForestSchool #DIY #Handmade #Sustainability #MinimalTools #ReflectivePractice #MotorSkills #EmotionalSafety #Sloyd #NatureCraft #LondonCraftWeek

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Support us at www.patreon.com/theforestschoolpodcast
Feedback or collab? [email protected]

What does Forest School look like when it’s woven into the fabric of a home educating life? In this full and playful episode, Lewis and Gemma reflect on years of working with home educated families in Forest School settings. They discuss the key differences between children who’ve always been home educated and those who’ve left mainstream school, share advice for starting a home ed Forest School group, and unpack the deeper philosophies behind their open, play-focused model. The conversation ranges from adult expectations and community culture to the unpredictable joys of passion projects, dinosaur obsessions, cowboy roleplay, and group cooking around the fire. With practical tips, humour, and moments of powerful reflection, this episode offers valuable insights into a thriving approach to outdoor education that centres autonomy, collaboration, and trust.

⏱ Chapter Timings:
00:00 – Returning to spring energy and blooming snowdrops
01:22 – Initial misconceptions about home education
02:45 – From teaching to understanding unschooling
04:18 – Spectrum of home ed: from child-led to workbook-based
05:31 – Meeting diverse families with diverse motivations
06:58 – Higher prevalence of additional needs in home ed
08:25 – How children’s backgrounds shape their expectations
10:07 – Respect and relationship-building with autonomous learners
11:25 – Differences in family group vs child-only sessions
12:25 – Starting the session with site contributions
13:54 – Reflecting on session structure and community needs
14:49 – Parents engaging in their own parallel play
15:56 – Being verbal about your ethos and offering
17:20 – One size doesn’t fit all: embracing diversity
18:16 – Home ed defies assumptions about age and capability
20:06 – Passion projects, obsessions, and freedom to dive deep
21:52 – Extended imaginative play and roleplay in older children
23:12 – Learning through play cycles and long-form stories
25:22 – Play-based learning as memorable and meaningful
26:46 – Not every session results in a tangible “product”
28:29 – Using social media to reflect and share intangible outcomes
29:57 – Children thinking about play outside of sessions
30:32 – Shared ownership and dispersing the planning
31:50 – Encouraging autonomy, spontaneity, and emergent learning
32:15 – When children bring the curriculum with them

🌲 Keywords: home education Forest School, unschooling, child-led learning, play-based pedagogy, Forest School community, outdoor learning, passion projects, learning through play, planning for home ed, socialisation in home education, non-coercive learning, Forest School tips, starting a home ed group, inclusive education, learning autonomy, parent involvement in Forest School

🔖 Hashtags:
#ForestSchool #HomeEducation #Unschooling #PlayBasedLearning #OutdoorLearning #PassionProjects #ChildLedEducation #ForestSchoolPodcast #HomeEdCommunity #InclusiveEducation #FreePlayMatters #NonCoerciveLearning #NatureBasedEducation #LearningThroughPlay #ParentLedLearning

📍 Learn more and explore resources:
www.theforestschoolpodcast.com
Support the show and access extras:
www.patreon.com/theforestschoolpodcast
Questions or feedback? Email:
[email protected]

In this deep-dive episode, Lewis and Gemma explore Evolutionary Playwork and Reflective Analytic Practice by Bob Hughes — a seminal but notoriously dense book that challenges how we think about play, education, and the evolution of humanity itself. Together, they unpack the book’s provocative ideas: the role of play in human development, the power of truly adult-free play spaces, the tension between practical playwork and academic theory, and the psychological value of risk and conflict in childhood. They debate Hughes’ anarchic approach to morality in play spaces, question how to meet every child’s needs in dynamic settings, and reflect on their own practices, especially around visibility, enthusiasm, and being a “springboard” for play. This episode is a must for Forest School practitioners and playworkers seeking intellectual fuel, philosophical debate, and hands-on reflection. Whether you’ve read Hughes or not, prepare to rethink the depth and direction of your play environment.

⏱ Chapter Timings:
00:00 – Intro: 88° heat, wind chat, and cocktail umbrellas
01:06 – Introducing Bob Hughes’ Evolutionary Playwork
02:03 – Treacle or gold? On dense writing and deep insights
03:01 – Who is this book really for? Practical vs academic tension
04:19 – The playwork community of the 70s–90s
06:25 – Will there be a playwork resurgence? Global shifts and hopes
06:46 – Evolutionary stages of play: chasing, nurturing, hunting
08:11 – The danger of group assumptions and play space design
10:22 – Conflicting needs in communal spaces
11:53 – Conflict is not failure: supporting resolution through play
13:29 – Empathy and the realisation you’re not the main character
14:05 – Play as evolutionary mechanism and safe rehearsal
15:09 – Risk, danger, and adult-free childhood memories
16:33 – Denying play is denying evolution
17:30 – The problem with adult-led motivations for promoting play
18:25 – Teenagers and controversial play themes
19:21 – Hughes’ no-morality zone: the anarchist play space
20:38 – Grappling with discomfort and long-term growth
21:16 – Are playworkers meant to be invisible facilitators?
21:51 – “Perceived indifference”: the ideal support distance
23:22 – Bright hats, body language, and subtle presence
24:03 – The Enthusiast vs the passive supporter
25:22 – Springboarding vs programming: initiating without owning
26:49 – Hughes’ play formula: play + environment = experience
29:56 – Continuous child-led evaluation and true learning
30:48 – School-style plenaries vs organic assessment
32:13 – Validating Forest School: this isn’t just “lazy teaching”
32:52 – All training should include Hughes
33:46 – From woodland maintenance to intentional space design
34:50 – Balancing untouched nature with child-centred shaping
35:30 – Is it still in print? Why you should still read it
36:14 – Visual tools and evaluation diagrams inside the book
36:31 – Wrapping up: sessions, guests, and future episodes

🌲 Keywords: Bob Hughes playwork, evolutionary play, Forest School theory, play types, adult-free play, risk and conflict in play, designing play spaces, outdoor learning philosophy, reflective practice, springboard playwork, perceived indifference, playworker roles, play as evolution, deep play, human development, child-led environments, woodland education, practitioner visibility, Forest School pedagogy

🔖 Hashtags:
#ForestSchool #Playwork #BobHughes #EvolutionaryPlay #ChildLedLearning #OutdoorEducation #ReflectivePractice #DeepPlay #RiskyPlay #PlayTypes #SpaceDesign #WoodlandLearning #ForestSchoolPodcast #NaturePedagogy #FreePlayMatters

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Support the show and access extras:
www.patreon.com/theforestschoolpodcast
Questions or feedback? Email:
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In this episode, Lewis and Gemma dive deep into the layered reality of planning in Forest School. From laminated resources to spontaneous spoon carving, they discuss the contrast between top-down educational planning and the responsive, cyclical, seasonal approach required in outdoor settings. With honesty and humour, they unpack what planning actually looks like when you’re working in tune with the land, the seasons, and the children.

They explore:

• Seasonal planning as a flexible framework

• How plans are shaped by group dynamics and practitioner energy

• Why having personal projects matters for adult well-being and modelling

• The risks of overplanning and ignoring the moment

• Discord as a digital shed for ideas

• Sound, space, and permission in play settings

• Why not cajoling is a radical act

If you've ever asked yourself, “Is this planning or just wishful thinking?” this one’s for you.

🎧 Listen on:
www.theforestschoolpodcast.com

⏱ Chapter Timings
00:17 – Caffeine, deer, and the joys of planning
01:22 – Planning as a vacuum: it fills the space you give it
02:18 – Sticking to plans vs reading the room
03:26 – Secondary school behaviour and rigid lessons
04:18 – Laminated resources and knowing when to drop it
04:56 – CGP Grey’s fake tangents and performance teaching
05:35 – Planning now: seasonal bags of opportunities
06:25 – When nature—not us—says no
07:09 – Reflective, responsive planning after sessions
07:38 – Concentric gears: from term-time to woodland management
08:55 – Cyclical Forest School vs linear education
09:51 – Missing moments and getting a second chance
10:48 – Verbal planning with trusted co-workers
11:39 – Using Discord as a planning hub
12:50 – Low-pressure suggestions and letting go of outcomes
13:48 – Soft skills, time, and space in planning
14:39 – Storytelling, consent, and not forcing group time
15:58 – Participation as a choice, not a requirement
17:28 – Not cajoling: why it matters and how it feels
18:31 – Music as interruption or offer?
20:33 – Who has the right to break play cycles?
21:38 – Sound, consent, and sensory imposition
22:39 – Modelling participation without demands
24:19 – Parents modelling adult autonomy
25:18 – Competency models and ZPD
26:31 – What adults can model in play
27:27 – Planning for complex, long-term groups
28:59 – Carving spoons and the value of adult projects
30:36 – Why projects help children see adults differently
32:13 – Planning when children want something else
33:10 – Adult projects as modelling, not dominance
34:52 – Invitation vs control
35:48 – Long-term projects and who gets to take them home
36:57 – Next week: Evolutionary Playwork by Bob Hughes

✨ SEO Keywords
Forest School planning, seasonal planning for educators, outdoor play curriculum, responsive planning in early years, child-led learning outdoors, Discord for educator teams, Forest School reflective practice, long-term projects in outdoor education, CGP Grey teaching, playworker autonomy, adult modelling in play

📌 Hashtags
#ForestSchoolPodcast #ForestSchoolPlanning #ChildLedLearning #OutdoorEducation #ReflectivePractice #NatureBasedLearning #PlayWork #SeasonalPlanning #TeacherBurnout #EducatorWellbeing #SoftSkills #ZPD #BobHughes #PlanningWithPurpose

🎁 Sponsors & Support
This episode is sponsored by:
🌳 TENTSILE – Get 10% off your tree tent with code ForestChildren10
🌿 Chris Holland’s Plant Guide – 54-page illustrated download with 10% off using code ForestSchoolPodcast
➡ Shop via our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

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In this reflective and surprisingly passionate episode, Lewis and Gemma kick off the new year by unpacking what it means to set goals for yourself, your Forest School, and the children in your care. They explore their chosen theme for the year—Nature Connection—and the thinking behind it. What does it look like to move beyond "just being outside" and intentionally build stillness, presence, and deeper engagement with nature into sessions?

They discuss real-life examples of nature connection activities (some of which feel wonderfully weird), the tricky balance between child-led and adult-initiated moments, and how trust and relational ‘bank accounts’ help children engage with unfamiliar experiences. Along the way, they wrestle with broader issues of early years observation, goal setting in education, and whether the current school system actually supports real learning at all. Expect rants about curriculum design, passionate defences of play, and practical reflections on integrating maths into early years provision without killing curiosity.

⏱ Chapter Timings
00:00 – 2019: a futuristic year, back in the woods
01:00 – Christmas breaks and conversational autopilot
01:37 – Personal resolutions: finances, autopilot, and systems
03:38 – Forest School’s 2018 theme: Order
04:30 – 2019 theme: Nature Connection
05:28 – The lens of nature connection in session planning
06:44 – The challenge of balancing child-led vs guided activities
07:43 – Why some activities feel weird—but why they matter
08:26 – Group dynamics and the linchpin child dilemma
09:40 – Relationship bank accounts and building trust
10:31 – Shared experiences and group attunement
12:09 – Arrival routines, stillness, and mental clarity
13:21 – Nature connection and behaviour management
14:00 – Stillness supporting intentional play
14:57 – How goal setting works differently for each of them
15:55 – Forest School planning as a reflective cycle
16:56 – Cold turkey vs slow habit change
17:47 – Social media boundaries and digital decluttering
18:40 – Language and the power of “should” (hello, NVC)
19:35 – Autonomy and choice in adult and child goals
20:35 – The illusion of child choice in traditional schooling
21:30 – Who decides what goals matter?
22:04 – The real learning of primary school: how to be a person
23:20 – Observational teaching and following children’s interests
24:20 – Bob Hughes’ play types and the lens of play
25:12 – The tragedy of squashing play for content
26:03 – Goal setting in early years Forest School
27:43 – Observations, maths, and subtle invitations
28:44 – Spotting cues vs top-down planning
29:44 – Preparing children realistically for school
30:42 – Pushing school readiness onto toddlers
31:28 – Teasing next episode on Bob Hughes
32:21 – Want to get in touch? (See below)

🔍 SEO Keywords: Forest School goal setting, nature connection in Forest School, early years observation, outdoor education planning, child-led learning, guided play outdoors, Forest School themes, Bob Hughes play types, Forest Kindergarten, nature-based curriculum, reflective practice, Forest School planning, EYFS outdoors, nonviolent communication in education

🔖 Hashtags:
#ForestSchoolPodcast #NatureConnection #ForestSchoolPlanning #OutdoorEducation #EarlyYearsOutdoors #ReflectivePractice #BobHughes #ChildLedLearning #PlayBasedEducation #EYFS #ForestKindergarten #NaturePlay #ForestSchoolGoals #NonviolentCommunication #EducationReform

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For questions or comments, reach out via [email protected]

In this special reflective episode, Lewis and Gemma take a rambling, funny, and deeply human walk through the entire Forest School year of 2018. Using their camera roll as a guide, they recall the highs, lows, and everything in between—from frozen tree pickups in January to emotional moments with their own children in the woods. Expect stories about chaotic community Christmas tree collections, child-built treehouses, dead mice in fire buckets, camo shelters turned WWII reenactments, and the grounding presence of woodland wildlife. They also revisit the joy of elderflower pancakes, role-play wood chopping, buzzard shirts, ice-cream science, and opening their kindergarten provision for the very first time. With thoughtful reflections on modelling fatherhood, intergenerational play, early years observations, and what it really means to ‘step back’ in children’s learning, this episode is a time capsule of Forest School practice and philosophy in motion.

⏱ Chapter Timings
00:00 – Revisiting the year: should we go forward or backward?
01:58 – The “Christmas tree pickup” disaster
03:37 – 150 free trees, fences, and community confusion
04:17 – Treehouse project: child-led, slow, and wonderful
05:55 – Camouflage, swing day, and ongoing evolution
06:27 – First adult CPD: freezing cold but passionate
07:09 – Hanging frozen nature art from parachutes
07:55 – Ice slabs and deep winter school fun
08:16 – Birch tapping: discovering tastier sycamores
08:33 – Wildlife still present: footprints and environmental reflections
09:27 – Sudden March snow followed by T-shirts
10:04 – A mouse in the fire bucket and child-led death education
11:04 – Our first DIV helpers and the value of volunteers
12:25 – Balancing professionalism with community roots
12:50 – School trip to the River Cam for crayfish research
13:33 – Holiday club highlights and powerful child-led play
14:59 – Wood-chopping as immersive, imaginative roleplay
15:59 – The stress play type: primal resource urgency
16:15 – Elderflower pancakes and community chapati making
16:52 – Sling play, male role modelling, and normalising fatherhood
18:20 – The developmental impact of babies in the woods
19:55 – Ice-cream making science (and too many plastic bags)
21:11 – Buzzard shirts: long-term children stepping into leadership
22:40 – Why being outside school systems creates continuity
23:21 – Age-mixed play and inclusive community dynamics
24:35 – Summer camping: bonding, owls, and minstrels
26:01 – Building the bender shelter for kindergarten
27:15 – The joy and depth of early years Forest School
28:40 – Observing vs planning: navigating EYFS with authenticity
29:47 – Maths moments and curriculum pressures
30:29 – Walking, learning, and invisible progress
31:41 – Avoiding play interference to deepen learning
33:25 – Trust, safety, and modelling non-corrective responses
34:21 – Ending with gratitude and festive goodbyes

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