After a long break (and a lost episode to static), Lewis and Gemma return with a rich conversation about rhythm, routine, and structure in Forest School. This episode explores how routines form naturally through repetition, not enforcement, and how children gradually build confidence and independence through a session’s rhythm. They discuss seasonal influences on focus and flow, the importance of “negative capability” in adult facilitators, and how the environment, not a lesson plan, becomes the curriculum. Expect nuanced ideas around child-led play, attentiveness without interference, and how a flexible structure enables meaningful progression without forcing it.

⏱ Chapter Timings:
00:00 – Return from break and intro to rhythm, routine and structure
01:18 – Structure vs rhythm: imposed or emergent?
02:54 – Planning for weekly sessions and changing outdoor environments
04:08 – Adults see the view, children see the worm
05:22 – Disruption, cooking, and delicate transitions in play
07:01 – When adult input feels like structure
08:28 – Reading the end of a play cycle
09:00 – What is negative capability in Forest School?
10:42 – Letting a play cycle end naturally vs artificial plenaries
11:24 – Circle time: equal voice and confidence over time
13:17 – Routine gives meaning: parallels with school assemblies
14:13 – The Blackboard as a low-pressure, dynamic planning tool
15:50 – Rhythms across a full day and concentric circles of time
17:32 – Seasonal rhythms and cognitive focus
18:32 – Input needs change across the year
19:22 – Storytelling in summer vs winter
20:19 – Rhythms dictate endings too
20:57 – CPD day mention (link updated)

🌲 Keywords: Forest School rhythm, outdoor routines, child-led structure, seasonal learning, playwork theory, play cycle, negative capability, routine in early years, nature-based education, storytelling outdoors, Forest School planning, mindfulness in education, adaptive teaching, unstructured play, outdoor child development

🔖 Hashtags:
#ForestSchool #OutdoorLearning #ChildLedPlay #NatureBasedEducation #ForestSchoolPodcast #Playwork #SeasonalRhythms #EarlyYears #MindfulTeaching #UnstructuredPlay #StorytellingOutdoors #NegativeCapability #HolisticLearning #ForestSchoolPlanning

🌐 More Episodes & Support:
Listen and explore more at www.theforestschoolpodcast.com
Support the podcast at www.patreon.com/theforestschoolpodcast
Questions or feedback? Email us at [email protected]

In this gentle and reflective episode of The Forest School Podcast, Lewis and Gemma sit under the dripping trees after a summer rain to share honest thoughts about the end of term. They discuss the quiet magic of observing children as they become increasingly self-sufficient, the emotional tension of goodbyes, and how children shape their own celebrations through ritual and play. You’ll hear reflections on multi-age group dynamics, the subtle power of repetition, and what it means to truly “meet children where they are” over a long period. With insights into the evolving relationships between children, parents, and facilitators, this episode is a thoughtful look at why endings in Forest School settings rarely feel like full stops—and why that’s a good thing.

⏱ Chapter Timings:
00:00 – Rain, reflections and final sessions
01:25 – Pizza party and free-flow observations
02:21 – Self-sufficiency and scaffolding over time
03:17 – Linear vs non-linear learning in nature
04:28 – Mixed age dynamics and sibling stories
05:10 – Everything is here, yet nothing is here
06:15 – Play resources, imagination and autonomy
06:58 – Formal goodbyes and their complexities
07:40 – Unevenness of endings between adults and kids
08:32 – Relationships with parents in transitions
09:03 – Child-led ceremony and play types
09:45 – The ‘grand opening’ and child agency
10:19 – Group endings vs individual preferences
11:40 – Porous endings and long-term connections
12:28 – Relational depth through non-outcome play
13:00 – Trust, expectations and school comparisons
13:34 – Mental bandwidth in teaching vs Forest School
14:22 – Remembering children as whole people
14:53 – Summer break plans and wrap-up

🌲 Keywords: Forest School endings, child-led rituals, mixed-age play, long-term relationships, scaffolding autonomy, play-based education, child development outdoors, observing change, forest school celebration, non-linear learning, imaginative play, emotional transitions, outdoor pedagogy, endings in early years, forest school reflections

🔖 Hashtags:
#ForestSchool #OutdoorLearning #EndOfTerm #ChildLedPlay #NatureBasedEducation #ForestSchoolPodcast #HolisticEducation #ChildDevelopment #PlayMatters #TrustInChildren #MixedAgePlay #ParentRelationships #GoodbyeCeremonies #RelationalLearning

🌐 More Episodes & Support:
Listen and explore more at www.theforestschoolpodcast.com
Support the podcast at www.patreon.com/theforestschoolpodcast
Questions or feedback? Email us at [email protected]

In this rich, folklore-filled episode of The Forest School Podcast, Lewis and Gemma take a joyful ramble through their favourite plants and trees used in Forest School. Grouped loosely into three themes—cooking, craft, and ethos—they explore not only the practical uses of flora like elder, nettles, wild garlic, and birch, but also the deep-rooted cultural, mythological, and emotional significance of each. Discover why Lewis feels disappointed if a site lacks oak trees, how Gemma links elder with both witches and wellness, and why nettles are a gateway for shifting children's perceptions of the natural world. They also dive into wildflower hapazome art, cordage experiments, tree tapping controversies, and the beauty of being co-discoverers with children. This episode is packed with fun stories, foraging tips, pedagogical reflections, and reverence for the more-than-human world. If you're looking to deepen your relationship with woodland flora, this is the episode to get lost in.

⏱ Chapter Timings:
00:00 – Intro and three plant categories: cooking, craft, ethos
00:34 – Oak trees: useless and yet essential
02:10 – Acorns, biodiversity, and English mythology
03:28 – Dartmoor stone circle and magical tree growth
03:45 – The otherworldly vibe of oak
04:29 – Trees as sentinels across time
04:51 – Elder: the witch’s tree, folklore and function
06:36 – Christianity, sacred trees, and cultural myths
08:15 – Elderflower fritters and crafts
09:02 – Whistles, beads, and elder’s crafting potential
09:39 – Elderberry syrup and flu remedies
10:00 – Nettles: shifting perception through foraging
10:57 – Teaching children to see value in wild plants
11:32 – Nettle cordage dreams and pirate distractions
12:14 – Wild garlic: history, place names, and powerful scent
13:34 – Ancient woodland indicator and oil-rich flavour
14:16 – Naming oddities: garlic vs ramsens
15:00 – Strong opinions on garlic levels
15:40 – Cooking and foraging: personal strengths and openness
16:28 – Co-discovery and child-led exploration
17:02 – Teaching observation through thought narration
17:59 – Avoiding smugness in questions
18:30 – Wildflowers and hapazome art
19:47 – Colour pops and woodland visual variety
20:24 – Birch trees: tapping, bark, and crafts
20:41 – Tapping birch sap and the ethics of doing so
21:47 – Differences in sap flavour by sunlight exposure
22:05 – Birch as the ‘Mother Tree’, and crafting wood
22:42 – Whittling, bark identification, and tree knowledge

🌱 Keywords: Forest School plants, outdoor education, oak mythology, elder tree crafts, wild garlic foraging, nettle cordage, plant folklore, nature-based pedagogy, tree identification, woodland crafts, hapazome, elderflower fritters, birch tapping, co-discovery, seasonal learning, natural dyeing, ancient woodland

🔖 Hashtags:
#ForestSchool #OutdoorLearning #NatureCrafts #Foraging #TreeFolklore #WildEdibles #NettlePower #OakTreeMagic #ElderTree #WildGarlic #HapazomeArt #WoodlandEducation #EarlyYearsOutdoor #ChildLedLearning

💬 Get Involved:
Got your own favourite Forest School plant or tree story? Share it with us at [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast

In this bold and thoughtful episode of The Forest School Podcast, Lewis and Gemma explore one of the most controversial topics in early years education: war play, fighting, and weapons in Forest School. From stick swords to imaginary AK-47s, they dive deep into why this kind of play emerges, how it can be supported ethically, and why banning it outright may actually hinder emotional development. Drawing on research, personal stories, and years of experience, they unpack the nuances of aggressive play versus real aggression, the impact of media and advertising on children’s imagination, and the importance of reading consent and body language in play. They also explore the therapeutic potential of war play for trauma recovery, gender dynamics in rough play, and the development of leadership, empathy, and collaboration through strategic “battle” games. Far from encouraging violence, this episode makes the case that trusting children with complex, sometimes dark, imaginative play might just be essential for raising emotionally intelligent, resilient adults.

⏱ Chapter Timings:
00:00 – Introducing the “controversial” topic: war and fighting play
01:03 – Can Forest School be “proper” with a no-guns rule?
02:00 – School settings vs autonomous spaces
02:36 – Influence of It’s OK Not to Share on permissive practice
03:15 – Power, identity, and exploring dominance through play
04:03 – The media’s impact on specificity in war play
05:26 – Banning doesn’t stop it—it shifts form
06:44 – Why children naming weapons feels confronting
07:02 – What we allow in our setting and how children actually play
08:12 – Strategy, cooperation, and how war play evolves
09:29 – Safe play boundaries: guns vs swords
10:10 – Teaching emotional literacy through facial cues and consent
10:44 – Roleplay, trauma recovery, and emotional rehearsal
11:32 – Gender dynamics and participation in war play
12:11 – Pecking orders, “aggression display,” and play evolution
13:24 – Defending bases, social learning, and delegation
14:17 – Empathy through family military connections
14:40 – War play as trauma processing and regaining control
15:35 – Repetitive play and supporting what children need
16:28 – Aggression concerns vs real harm
17:03 – Real-life context: parenting concerns in violent communities
17:56 – Remembering the wildness of our own childhoods
18:34 – Dark play, fear, and learning through high emotion
19:45 – Building trust to explore safe peril
20:55 – Practising emotional regulation through pretend peril
21:52 – Risk-taking as preparation for adult life
22:34 – Stress, adrenaline, and movement-based regulation
22:53 – Boys, excitement, and systemic suppression in schools
23:28 – Excited storytelling vs forced calm
23:46 – Wrap-up: war and fighting are fine—if no one is hurt

🌱 Keywords: War play in Forest School, fighting play, weapons in early years, aggressive play, child-led learning, emotional literacy, risky play, trauma-informed practice, pretend play, boys in education, empathy in roleplay, play consent, rough and tumble, outdoor education, Forest School strategy games

🔖 Hashtags:
#ForestSchool #RiskyPlay #WarPlay #OutdoorEducation #EmotionalLiteracy #ChildLedLearning #TraumaInformed #AggressivePlay #PretendPlay #ConsentInPlay #EarlyYears #WeaponsPlay #BoysInEducation

💬 Get Involved:
Got a topic or question for us to unpack next? Email us at [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast

In this energised and laughter-filled episode of The Forest School Podcast, Lewis and Gemma dive deep into the world of structured games in Forest School settings. They explore how games like 123 Where Are You?, Hunters and Rabbits, and Mr Crocodile offer more than entertainment—they build community, provide scaffolding for social interaction, and even offer a pathway into mindfulness and emotional regulation. With examples from toddler groups to adult team days, the hosts reflect on how games help anchor new children, spark imaginative adaptation, and provide comfort during challenging moments. They also unpick the tension between leader-initiated structure and child-led innovation, discuss developmental readiness for winning and losing, and explain how even simple games can help children test boundaries, develop confidence, and embed learning. Packed with insight, humour, and practical ideas, this episode is a treasure trove for anyone looking to deepen their understanding of how games can enrich Forest School sessions.

⏱ Chapter Timings:
00:00 – Welcome and mood check
01:09 – Defining structured games in Forest School
01:41 – 123 Where Are You?, tiger roars, and adaptations
02:40 – Hunting, tracking, and scavenger games
03:12 – How games support new children in established groups
04:30 – Games as emotional anchors and confidence builders
05:08 – Portability of games into home life and other settings
06:03 – The hidden benefits: mindfulness and presence
07:20 – Framing intentionality to parents during sessions
08:16 – Child-led adaptations and creative ownership
09:28 – Games as tools for social interaction
10:08 – The joy of rule-making in middle childhood
11:02 – What happens when nobody wants to play?
12:04 – Reading the group and adapting plans
13:25 – Parent perceptions and letting children observe
14:08 – Modelling play between co-leaders
15:14 – Games requiring multiple players vs solo modelling
15:30 – Games as social lifelines in complex moments
16:35 – Decision fatigue and structured play
17:00 – Competitive games, development, and regulation
17:56 – Understanding when children are ready to lose
18:32 – Reframing success and collaborative challenges
19:23 – Adults playing games: surprise, joy, and release
20:52 – Tag and chasing games: developmental layers
21:30 – Physical testing and repeated thrill
22:08 – Final reflections: expand the repertoire, don’t feel pressured
22:23 – Share your favourite games with us!

🌱 Keywords: Forest School games, outdoor play, child-led learning, structured games, play-based learning, mindfulness in play, competitive games, social development, early years education, hunting games, imaginative play, emotional regulation, group games, toddler engagement, Forest School strategies

🔖 Hashtags:
#ForestSchool #OutdoorEducation #NaturePlay #ChildLedLearning #GamesInNature #PlayBasedLearning #EarlyYears #MindfulPlay #InclusivePlay #ForestSchoolActivities

💬 Get Involved:
Have a brilliant game to share or a question to ask? Email us at [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast

In this deep-dive episode of The Forest School Podcast, Lewis and Gemma unpack the real benefits of long-term Forest School sessions—beyond the standard “you see the seasons change.” They explore how long-term provision enables genuine, trust-based relationships with children, parents, and the land. From greater behavioural stability and reduced coercion to the freedom for both children and practitioners to follow their instincts, long-term sessions create space for meaningful play, reflection, and slow, sustainable development. They also discuss the impact on adult confidence, children's emotional security, and how consistent time in one space deepens connection and observation. The conversation explores how children who’ve attended for years often carry their Forest School identity beyond sessions—planning, imagining, and bringing items from home to support self-directed play. Parents, too, benefit from long-term engagement: forming peer relationships, building confidence in the pedagogy, and contributing to the sessions in increasingly collaborative ways. Whether you’re a practitioner, parent, or policymaker, this episode will strengthen your understanding of why long-term Forest School matters—and how it supports child development in ways that short-term provision simply can’t match.

⏱ Chapter Timings:
00:00 – Intro: Why talk about long-term Forest School?
01:20 – Definitions: What counts as long-term in Forest School
02:17 – Holding the line: The value of shared standards and community
03:34 – Saying no to one-offs and short-term compromises
04:31 – Quality of relationships and reduced coercion
06:00 – Behaviour changes, emotional security, and consistency
07:50 – Children’s freedom vs artificial pressures
08:47 – Practitioner freedom and flexible planning
11:52 – Observing more over time: layers of discovery
13:10 – Deeper needs and recurring interests
14:52 – Managing changing interests and emotional states
16:17 – The gift of consistent autonomy
16:58 – The child’s relationship with Forest School beyond the session
17:58 – Bringing objects and stories into the woods
19:29 – Benefits for parents: trust, openness, and confidence
21:16 – Parents as partners in planning
22:15 – Freedom to request and collaborate
23:14 – Outro and closing thoughts

🌱 Keywords: Long-term Forest School, Forest School relationships, outdoor learning, consistent pedagogy, emotional regulation, autonomy in play, child-led learning, parent involvement, forest school planning, observational practice, deep learning, slow pedagogy, Forest School training

🔖 Hashtags:
#ForestSchool #OutdoorEducation #LongTermLearning #ChildLed #ForestSchoolBenefits #ParentalInvolvement #NatureConnection #AutonomyInLearning #SlowEducation #EarlyYears #ForestSchoolCommunity

💬 Get Involved:
Got a question or want to share your Forest School journey? Email us at [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast

In this beautifully rich episode of The Forest School Podcast, Lewis and Gemma explore the many ways that music weaves into their outdoor practice. They reflect on how music supports community connection, rhythm, emotional regulation, and transition, particularly in toddler sessions and multi-age groups. From spontaneous humming during woodland walks to planned songs that children shape through their own imaginative contributions, this episode highlights how music enhances presence and creates shared moments of magic. They explore the subtleties of sound as communication, how cultural norms affect confidence in singing and dancing, and how instruments—from handmade drums to seedpod rattles—can become invitations to play, not performances to perfect. The conversation also touches on the role of ambient woodland noise, storytelling through sound, and building musical confidence in both children and adults. Full of insights, laughter, and a deep love for the natural acoustics of the forest, this episode will resonate with anyone looking to deepen their sensory and creative practices outdoors.

⏱ Chapter Timings:
00:00 – Welcome and the role of music in Forest School
01:06 – Where and when music shows up in sessions
03:18 – Humming, journeying songs, and subtle signals
04:30 – Music as a communal moment of reconnection
06:08 – Assembly vs play: school norms around music
07:14 – Modelling musical freedom and imperfection
08:44 – Child-led song adaptation and wild dancing
10:29 – Instruments we use: ukuleles, flutes, drums, rattles
12:08 – Technical breakdown of the Native American-style flute
14:15 – Why ukuleles work well in the woods
15:57 – Volume control, rhythm, and group drumming challenges
17:19 – Reverence around instruments and child access
18:25 – Frame drums, tone, and durability
20:55 – Confidence, shyness, and noisy presence
22:17 – Shakers, cass-cass, and low-pressure musical invitations
24:52 – Non-manmade instruments and the music of the woods
25:34 – Sound storytelling and imaginative listening
26:30 – Birdsong, narrative, and cultural interpretations
27:20 – Final thoughts and musical encouragement

🌱 Keywords: Forest School music, music in nature, outdoor education, child-led play, community songs, sound exploration, woodland instruments, ukulele in Forest School, bird song learning, Forest School rhythm, musical storytelling, early years sound, sensory learning, musical freedom, inclusive music making

🔖 Hashtags:
#ForestSchool #MusicInNature #OutdoorEducation #ChildLedLearning #NatureSongs #EarlyYearsMusic #WoodlandRhythms #MusicalFreedom #SensoryPlay #InclusiveEducation #ForestSchoolInstruments

💬 Get Involved:
Want us to explore a topic or answer your question in a future episode? Reach out to [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast

In this reflective and candid episode of The Forest School Podcast, Lewis and Gemma revisit the early days of their Forest School journey, asking: “What would we tell ourselves at the beginning?” From the stress of over-planning to the pressure of doing everything “right,” they explore the common mistakes and learning curves that new leaders face. They speak openly about trusting the environment, letting go of control, and building a practice rooted in authenticity rather than performance. Discussion turns to saying “no” in business, drawing clearer boundaries between Forest School and outdoor education, and finding personal style within the pedagogy – like weaving storytelling into sessions or avoiding tool use until confidence grows. The pair also reflect on professionalism, perception, gender dynamics in early years work, and the identity shift from teacher to self-employed facilitator. The episode finishes with a playful “Desert Island” question and a lively debate on who they'd pick to survive with. A must-listen for new and seasoned Forest School leaders alike, packed with grounded insight, honesty, and a lot of laughter.

⏱ Chapter Timings:
00:00 – Welcome and what's this dead tree doing here?
00:40 – What we’d tell our past selves as new Forest School leaders
02:09 – Listening to the environment (and our earlier missteps)
03:50 – School sites and seasonal awareness
04:52 – Overplanning, play, and letting go
06:15 – Trusting children vs controlling sessions
07:39 – Business advice: saying no, finding your niche
09:51 – Finding your own flavour: story, tools, and session identity
11:24 – Adult confidence and energy in sessions
12:37 – Professional identity and expectations
14:50 – Appearance, gender, and perception in early years settings
16:04 – Thought experiment: desert island survival picks
20:28 – Outro and how to stay in touch

🌱 Keywords: Forest School advice, Forest School reflection, new leaders, outdoor learning, child-led play, school-based Forest School, Forest School business, storytelling, professional identity, authenticity in education, gender in early years, leadership, risk and play, session planning

🔖 Hashtags:
#ForestSchool #OutdoorEducation #ChildLedLearning #NaturePlay #ForestSchoolLeadership #ReflectivePractice #EarlyYears #StorytellingInNature #ForestSchoolTraining #PlayBasedLearning

💬 Get Involved:
Have a question or a topic you’d love us to unpack on a future episode? Email us at [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast

In this thoughtful lunchtime episode of The Forest School Podcast, Lewis and Gemma explore the role of parents and non-leader adults within Forest School sessions. Recorded live in the woods, the conversation covers how adult involvement shapes children's autonomy, the transition from structured toddler groups to free-flowing nature play, and the subtle power of adult modelling. They unpack how parents' presence, feedback, and willingness to engage (or step back) all influence the dynamic of child-led learning. There’s discussion around embarrassment in craft activities, fixed vs growth mindsets, and the emotional honesty of adult play. Later, they reflect on role models from their pasts, from globe-trotting teachers to martial arts mentors, and how these influences echo in their current work with children. This episode offers gentle but profound insight into how Forest School is as much a space for adult transformation as it is for children’s play.

⏱ Chapter Timings:
00:00 – Welcome and setting the scene in the woods
00:29 – What is the role of a parent or adult at Forest School?
01:55 – Contrasting toddler groups and child-led woodland sessions
03:15 – The importance of adult feedback and presence
04:09 – Modelling play as an adult
07:03 – Shame, skill, and the adult fear of looking foolish
08:44 – Fixed mindset vs growth mindset in Forest School
10:12 – Unexpected transformations in reluctant parents
11:46 – Multi-age activities and inclusive design
12:41 – TAS, support staff, and their evolving contributions
13:56 – School session dynamics and mindset shifts outdoors
15:42 – Offering expectations to school staff
15:58 – Personal role models and influences from life beyond Forest School
18:28 – Martial arts, resilience, and internal motivation
21:08 – Wrap-up and how to send in your questions

🌱 Keywords: Forest School, outdoor education, nature play, child-led learning, parental involvement, fixed mindset, growth mindset, adult play, reflective parenting, early years education, supporting autonomy, inclusive learning, emotional development

🔖 Hashtags:
#ForestSchool #NaturePlay #OutdoorLearning #ChildLed #ParentingInNature #GrowthMindset #ReflectivePractice #EarlyYears #InclusivePlay #ForestEducation

💬 Get Involved:
Got a question or a topic you’d love us to explore? Email us at [email protected]

🌐 Find more at:
www.theforestschoolpodcast.com
Support the show at www.patreon.com/theforestschoolpodcast