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Coronavirus policy update

Morning lovely people. I have been having a think about a sensible and rational policy regarding the Corona virus and reading up on scientist and government advice (Not media hype) have decided the following: We will suspend cooking/ eating activities until pandemic status has been dropped due to working on multiple sites with no running water. Ensuring we have enough water with us for people to wash their hands for 20 seconds is a LOT of water to carry. But we will still carry on with Forest school activities.

Having considered a detailed risk assessment for possible transmission of the virus, we have assessed that the food preparation, cooking and eating present the most significant chance of cross contamination. Games, tree climbing, den building, craft work etc, present a very low chance of transmission either by contact or close working proximity and therefore at this time are permitted with the usual health and safety boundaries as set out by the forest school leader.


Thoughts? Ideas? Questions? Please give me a bell: 07747776958


Syreeta
Director of ‘Into the Wild’

Source:

https://www.gov.uk/government/news/statement-from-the-four-uk-chief-medical-officers-on-novel-coronavirus

https://www.hse.gov.uk/news/coronavirus.htm

SENsory Forest school: Rocks

What did we learn?

We learned to speak to each other. We learned to share and communicate, and value the opinion of others. We realised that there is not one tool per person . We worked a system around it. It was based on community and fairness and patience and tolerance. It was hard. It caused controlled explosions. We worked through it.

There were some big arguments this week. The adults could not always resole them. It was ok. There was some big arguments with the adults. It could not be resolved. It was good for the kids to see. I use a phrase with my son which will not work for some years to come: “That happens sometimes.” When he cannot cope because I had said that we would go to the park after school, but then storm ” sabotage” comes in and it’s cold and rainy and horrid. “That happens sometimes”. BUT YOU SAID WE WERE GOING TO THE PARK.

Someone very dear to me asked me recently if I would (honesty) rather live without autism in my life. But genuinely, it would be like living with the storm without the rainbow.

What have we been doing at SENsory forest school?

Week 1 theme: Light and dark

Art activity

We had two rolls of paper, one white sugar paper and one black sugar paper. I have made some willow charcoal and brought some chalk.

Nature books for inspiration

Sensory bin

Pumpkin carving and cinnamon.

Resources: One knife, ice cream scoop, plastic bowl.

Making activity

Willow lanterns with tissue paper and leaves, petals etc to decorate.

Resources: Willow, cutters, scissors, tissue paper, PVA., masking tape

Cooking activity

Pumpkin cake. See recipe.

Resources: Weighing scales.

week 2:  WATER theme

Art activity

Water painting. You use a big brush or sponge to make

Resources: rolls of sugar paper, masking tape, brushes, pots, poster paints.

Sensory bin

Water beads. Fran is preparing and bringing.

Making activity

DIY water filters.

Resources: Old plastic water bottles, sand, stones, pebbles, cotton wool.

Cooking activity

Fruit wands

Resources: Water melon, oranges, grapes, pineapple, cookie cutters, kebab sticks.

What went well?

The boys were dead keen on the water filters and love science. They are drawn to the big construction tasks. The girls gravitate towards arty and fine motor skilled activities. Nana loves cooking.

Week 3: SPACE

Art activity

Blow painting to make aliens.

Resources: Poster paint, biodegradable straws, googly eyes, black paper, toothbrushes.

Sensory bin

Sand and rocks to mimic the moon.

Making activity

Zip line rockets

Resources: String, card board, tapes, balloons, books for inspiration.

Cooking activity

Moon rock cakes.

Resources: Flour, butter, sugar, silver spray.

What went well?

The space ship building was loved by our 7 year old and he spent an hour constructing one. He was sad he did not have time to cook, but super happy when an older boy shared his with him. This boy is building really strong relationships with the three adult/ leaders. Our 13 year old girl did some nice mentoring with our 9 year old girl (who does not speak) The older ones chatted to younger ones about their experience of autism.

Week 4: Mine craft

Art activity

Design a mine craft book mark.

Resources: squared paper, felt tip pens, mine craft print outs.

Sensory bin

Material excavation.

Resources: 3kg of clay, bits of rock, plastic, pewter, coins. Tools for excavation.

Making activity

Lego day

Resources: Lego, bell tent, bell tent carpet.

Cooking activity

Pizza.

Bread flour, cheese, yeast, kettle, measuring jug, weighing scales.

Write to parents to bring toppings!!

What went well?

The pizzas went down a storm. We did get them to get involved in cutting vegetables they would not normally eat. R and Z loved the excavation. We have time in the end to pick an interesting lego shape and push in clay to make a mould.

Why schools are failing

In my day, everyone was not diagnosed with something. There is a label for everyone now. “

In my day, you were just stupid. We didn’t call it dyslexia.”

Me: In your day, school was a very different place because in your day, there was no OFSTED and no league tables. Kids were not tested every week. We did not get assigned reading levels. We were not told we were failing all the time. We did not have homework from the age of 4. There was no literacy hour nor numeracy hour. We learned through projects. We were left to our own devices a lot. We had unstructured play and a lot of time was spent outdoors. We were not pacified with screens and we mostly had our mum’s at home, to drop us in school and pick us up. Mum’s now have to work just to pay the obscene mortgages we have hanging round our necks. Kids are spending 10 hours a day at school.

In our day, we were not bombarded with adverts and pop ups and billboards selling us messages of a lifestyle we would never have. Adverts, by their very nature are designed to make you feel sad. If you liked yourself, you would not need the face cream, perfume, or holiday abroad. But by being told you are ugly, smelly and depressed, you spend money.

This generation are guinea pigs for how phones, tablets, laptops and 24/7 TV can change brain architecture. These are tools for which often kids have no respite. And we constantly wonder why young people are in an absolute mental health crisis.

This picture is of my son before he started school. He looks very different now. Today I went to see a prospective secondary school. They showed me the isolation room. They explained the detention system. DETENTION, a word we use for prisoners.

I went for a coffee with a lovely friend afterwards. “What changed a few years ago, Sy? Why are all these kids suddenly not coping?”

We started trying to solve a behaviour without asking what the reason was for the behaviour. In simple terms: we stopped listening.

Play is the highest form of research – Albert Einstein

PLAY is how we learn. Schools seem to have forgotten this human fact and reduced all learning down to worksheets which can be downloaded from Twinkle (if Primary) and facts which can be read and regurgitated for fortnightly tests (Secondary). So let us engage in a dialogue about the value of play, in all it’s wonderous forms.

  • Imaginative play

Imaginative play allows children to explore the impossible, be creative and think in an unrestrictive way. “Bruner, 1972 stated that play had a major role of rehearsing, where the child rehearses actions pertaining to real life situations in a safe, risk-free environment, where the child is preparing himself/herself to face the difficult situation in a less stressful way.”

Doing this in the natural environment provides so much stimulation for the imagination.

Very often in Rachel’s sessions with the Steiner school, she collects a “story stick” on the way from collecting them from their drop off point and bringing them to the fire circle. The stick is always an interesting shape. We pass it round the circle saying out name and then telling the others what we think it looks like or what we re-imagine it to be. Rachel then often weaves this into the story she tell while they eat.

  • Social play (friendship and belonging, cooperative play)

Sadly, I think, children have very little time in their normal day the experience unguided social play. School is structured and the emphasis is on individual attainment. How can one assign a number to each child if two of them have produced the work? Shock horror! For me, when they reach me at secondary school, their entire social interaction can be all online. I would walk around in the year 7 block last year at break, and every single on was either on an i-pad or their phone. There was no conversation, laughing, touching, clapping, eye contact.

I whole heartedly believe this is the sole reason for the mental health crisis we now find ourselves in and while I see a practical place for technology and digital media, I think that it can never be a replacement for making real and physical connections to those around us. Feeling a sense of “Belonging” is crucial.

At Forest school, away from screens, and often with no phone signal, you are undistracted. You are looking people in the eyes and communicating in both verbal and non-verbal ways. Learning to cooperate and to compromise is an essential life skill, one which can be overlooked in a school context. It is often “resolved” by the adult, but in forest school, the learners have to develop those skills without adult intervention.

  • Rough and tumble play

In my house, I often find myself saying “If you are going to play rough and tumble, someone is going to end up crying.” I don’t stop them playing rough and tumble, but just point out that this is the parent of events. One of my sons have autism and one of the overarching themes with Autism spectrum condition is that they often have a low Proprioception ability. This means; perception or awareness of the position and movement of the body. He can hit harder than he means to, be extra clumsy and fall off and hurt himself more.

One of my favourite philosophies of forest school is about it being experiential learning. My son is not going to get better Proprioception, by sitting still in a chair. He is going to get better by falling, rolling, crying, trying again, and gradually improving. He needs more rough and tumble for his brain to actually make better neuro connections. And this all links to growth mindset. One does not get better at maths by never doing maths again. 

Celebratory & ritual play

A group of people standing next to a tree

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A strong belief of mine is that celebrations should bring people together. I personally embrace everything: Christmas, birthdays, Eid, Diwali, Chinese new year etc. I believe that historically they came about for probably  a practical reason. Winter is bleak. Christmas gives us hope and a chance to connect with our loved ones. Diwali, the festival of light, reminds us the even in the dark days and nights, we can come together to share good food and remember our ancestors.

Forest school is a lovely way to embrace all cultures, traditions and religions. One needs to have a conscious understanding of the beliefs of the families who participate, and so a degree of knowledge is required.

At my Autism class SENsory Forest school, we ensured that our one Muslim family felt included and that I would check if activities I had planed were in accordance with Halal law.

  • Storytelling and narrative play

Stories are the threads that bind us. “Storytelling is what connects us to our humanity. It is what links us to our past, and provides a glimpse into our future. Since humans first walked the earth, they have told stories, before even the written word or oral language.” Jon Ferreira, Director, Actor, Educator.  May 17 2015 ·

What has never ceased to amaze me with the Stenier kids, and some have some significant ADD or ADHD traits, even in the woods, is that when Rachel is telling a story, they are all listening intensely. When she then finishes, and begins to explain the session and options, two or three are chatting. I think that we really underestimate the power of story. It is in our soul.

  • Creative play

This is my area of expertise. Having taught design and technology, I feel that I can speak from my own experience of the value of this kind of play. When you create, design, problem solve or make something, a child’s sense of self worth increases incredibly. For many of the children who come to me through conventional education or through forest school work, this is the only time they feel free from the bindings of assessment and attainment. They have accomplished something, it is real and it is in their hands and no one can take that away from them. They have an immense sense of pride and are desperate to show their parents.

 This has been my way to have self-worth as a teacher, but now in my new world of forest school, it encompasses all that we do.

How does forest school nurture connection between participants and the woodland environment?

This year I will turn 40. Most people my age do not know how to light a fire. They could probably identify the difference between a conifer and a deciduous tree, and name some, but they could probably not identify most. This week I went with my son’s class on a school trip to the local park. The teacher’s wanted them to map the park and then use some printouts from the internet to ID 7 trees. Because it is January, they had suggested looking at the confers only.

I asked if it would be ok if I took the kids in my group round and just had a general chat about tree ID. An hour later we came back with handfuls of acorns, walnut shells, beech leaves, London Plane bark and a holly leaf without spikes. They found a few hawthorn berries they could take and we peeled off some silver birch paper. This is a park which they have probably been coming to for their whole lives, and today they saw it in a whole new light.

The whole experience made me sad from start to finish and was entirely endemic of my 16 years of education. It was a tick box exercise so that someone could prove the OFSTED that they spent time in nature. In order to have a meaningful connection to your local park or nature space, it requires some knowledge about it. When you tell someone an interesting fact about what they are looking at, I will never stop enjoying the look of awe and wonder in their eyes.

How do we make sure that everyone respects the woods?

Education, conservation, experience and access. We are sadly losing so much of our precious green space. If you live in an inner city, you have extremely big challenges in accessing those places. If you live in a suburban or rural area, you can probably see more woods and wildlife, but it is mostly private and you are not allowed to go in.

Ownership of our countryside is a big step towards feeling like you want to respect and protect it. There are some wonderful organisations like the woodland trust, the National trust and the wildlife trust and they persevere in continuing to ensure that Joe average can go to lovely outdoor settings.

Finding ways to engage more people are the challenges faced by those organisations. Open days, volunteer days and courses are some of the ways in which they connect with people. If is generally found that if young people enter into a partnership and invest their time in their local green space, there is less incidence of vandalism and antisocial behaviour.

Local government play a large role in the condition of the natural spaces. Investment in personnel to maintain and look after parks has been getting lower and lower in Bristol. At St. Andrew’s park, we have been told that they are going to shut the toilets and that bins will have to be emptied by volunteers. I think that there would be a good take up if they asked for volunteers to help with planting or pruning of the plants in the park, but this has never happened. 

  • What is it about the way that we deliver our activities that makes mud, rain etc. ok?

Next week I am taking three Australians on a guided walk of Welsh waterfalls. They have already contacted me regarding their concerns about British weather. We do get a significant amount of rainfall in the UK. But it is rarely monsoon style. It tends to be scattered showers and so long as your participants are wearing good outdoor clothing, one can plan sessions which take account of the conditions.

This week at my adult forest school we had planned to bring knives and do some whittling. The day before it was around -2. Sitting around with frozen hands trying to maintain good control of a very sharp knife was not a good idea. We, instead, decided to involve the group in gathering a lot of birch bark and birch brash to get a good fire going. We used a billhook to split logs for kindling. No one talked of getting cold, because we designed activities to get people moving about.

Rain is ok so long as you have a task to focus on. Wind presents more problems than rain. Wind can make fires difficult and make participants very cold, very quickly. Wind proof gear is essential, especially for older generation participants who struggle more to maintain their core temperature. But in high winds forest school is usually cancelled.

Snow can be magical. The biggest problem with this type of weather is keeping hands and feet warm.  Children can become so engrossed in building snow sculptures that they don’t realise how cold their hands are.

  • How do we encourage people to enjoy nature?

Education, conservation and observation. I am yet to find a person who “hates nature”. I think that by allowing people access to their local nature, and maybe pointing out some aspects of flora or fauna to them, they develop a natural curiosity about the world around them.

I took my forest school group into their local park which they had probably been coming to since they were babies and they were fascinated by understanding more about all the trees and plants around them. We also found evidence of the mammals which live there and they took the pine cones home to show their class teacher.

Bristol Autism Project – Event

Into the wild’ hosts event for children and their parents/ carers at Ashton court.

On Thursday, admin a new threat of storms and weather warnings, we were able to move our session slightly to allow the intrepid explorers to come and be wild for a few hours. The session, originally planned for 11 till 1 pm would have been taking place within a month’s worth of rain falling, risk of hail and thunder storms. As I went out in the morning with a hot cupper, my inner witch felt the weather would be ok. But, my public liability insurance does not cover my “inner witch” and prefers me to base judgements on Met office and BBC weather. He he!

With the wonderful Debbie from Bristol Autism team, we managed to re-organise the session for 1pm when sunshine was forecast and the gusty winds had dies down. My assistant Jem and I met the BAP workers Rachel and Scott in all our full water proofs and wellies. The rain was still falling. Well this is the UK, what can you expect.

We had less families then we were anticipating, but the morning weather would no doubt, put most people off. But the kids that came were thrilled to be outside and quickly built trust with Jem and I. We learnt about poisonous plants, we found some wild garlic and some bluebells pushing through. I showed the group how to make a bow line to rig up a temporary rope swing. We made a den. I showed the older boys how to light a fire and how to keep it going. They were excited and proud to make their families a hot cup or tea and hot chocolate.

And, of course, it would not be the end of a BAP event, without hot gooey s’mores!!

Join us for more fun at Easter holiday time with a change of location and some new activities. We are hoping to run two sessions, one for younger children and a more advanced “bush craft” type session for the older ones.

Bristol Autism Project provides family holiday activities for children and young people with Autism Spectrum Conditions and their siblings.

It runs free activities Mondays-Fridays in the school holidays, with some activities targeted at 11+ age group and some at under 11 years.

We are pleased to announce that FACE will be continuing to support BAP with staffing for their holiday activity schemes for 5-18 year olds with a diagnosis of autism who live in Bristol local authority area. Lots of fun free activities will be on offer for children and their families through the holidays on these dates: