Explore nature
Forest school provides a nurturing learning environment that works at the pace and level of its learners. At Inspirations, we can work with you to deliver sessions appropriate to your learners, providing enriching sensory and learning opportunities.
In its nature, forest school provides a rich sensory landscape which acts as a calming arena for learning and discovery. The learner lead ethos of forest school enables each individual to seek sensory enrichment at their own pace, which can be supported by the calming environment of nature’s slow moving, cyclical processes. Forest school gives opportunity to see, touch and smell new things, in addition to developing physical and communication skills.
By taking part in forest school, each learner will be supported to follow their interests and build their skills slowly with a natural pace. Forest school can help neurodivergent children reduce stress and develop communication skills. The open and non-restrictive natural environment has benefits on mental health, confidence and resilience.
Enabling your learners to experience forest school may have cascading positive effects on their wellbeing and success in other areas of their lives.
Our Thursday afternoon sessions are dedicated SEND sessions. These sessions run in the same way as our home education groups, however group numbers will be capped at 8. These sessions are open to all who feel a smaller group will suit their needs. These sessions require an accompanying adult to stay for the duration.
We can also run bespoke sessions for your group. Get in touch with us to discuss how our sessions can meet the needs of your group. Forest school sessions are ideally a minimum of 2 hours long and occur weekly, however we will adapt the duration and frequency of sessions to suit you.
Please email daisy@inspirationsnurseries.co.uk to discuss our sessions or ask any questions.
Read more about forest School, SEND and neurodiversity
Friedman, S. et al. (2022) ‘‘A new adventure’: a case study of autistic children at Forest School’, Journal of Adventure Education and Outdoor Learning, 24(2), pp. 202–218. doi: 10.1080/14729679.2022.2115522. Available at: https://www.tandfonline.com/doi/full/10.1080/14729679.2022.2115522#abstract