What Ofsted and the FSA look for at forest school

Practical guidance · en-GB

A quick word before we start. What an inspector looks at depends on how your provision is registered and what you offer: an Ofsted-registered early years setting, a school running forest school as part of its curriculum, and a freelance leader hired in for a block of sessions are all judged against different frameworks. Treat this as a practical map of good practice, not a checklist, and always check the current Ofsted framework and the Forest School Association guidance that applies to you.

The FSA's six principles

The Forest School Association sets out six guiding principles that, taken together, define what counts as forest school in the UK, as opposed to a one-off woodland walk or a bushcraft afternoon. Inspectors familiar with the ethos will be looking for these in practice, and they're a sound self-check whether or not anyone is watching.

• A long-term process, not a one-off. Forest school runs as regular, repeated sessions across the seasons (ideally a full cycle of planning, observation, adaptation and review) rather than a single visit. The relationship with the place and the group is what does the work.
• A natural woodland or wooded setting. Sessions take place in a woodland or natural wooded environment that supports a relationship between the learner and the natural world. Where a true wood isn't available, the principle is about genuine, biodiverse natural space, not a tarmac yard with a planter.
• Holistic development. Forest school aims to develop the whole child (social, emotional, physical, spiritual, intellectual) and to nurture resilient, confident, independent and creative learners, not just to tick curriculum boxes.
• Supported risk-taking. Learners are offered the chance to take appropriate risks (tools, fire, climbing, exploring) supported by the practitioner so that risk becomes a route to confidence and judgement. This is risk-benefit thinking, not risk elimination.
• Qualified practitioners. Forest school is led by qualified practitioners who hold a minimum of an accredited Level 3 Forest School qualification and who commit to maintaining and developing their practice.
• Learner-centred and child-led. Sessions use a learner-centred process that creates a community for development and learning, following the child's interests and choices rather than a fixed adult agenda.

How forest school maps to the EYFS

If you work with under-fives, you'll want to show how your woodland sessions feed the Early Years Foundation Stage. The good news is that forest school maps onto it naturally, so you rarely have to force the fit.

Across the EYFS areas of learning, a typical session touches communication and language (talk around the fire, naming what they find), physical development (climbing, balancing, fine motor work with tools and knots), and personal, social and emotional development (turn-taking, managing feelings, growing independence). Den-building, mud kitchens and exploring give you understanding the world, expressive arts and design, and plenty of early mathematics: counting sticks, comparing sizes, noticing pattern.

Just as importantly, forest school is a gift for the EYFS characteristics of effective learning: playing and exploring, active learning, and creating and thinking critically. When you write up an observation, naming the characteristic you saw (a child persevering with a stubborn knot, or problem-solving how to cross a muddy patch) makes the link explicit for anyone reading your records later.

The records inspectors expect to see

Whatever your registration, an inspector will want evidence that you run safe, well-planned, child-centred sessions. In practice that means being able to put your hands on a small, consistent set of records:

• Risk-benefit assessments. For the site and for higher-risk activities like tool use and fire, showing you've weighed the benefit of the activity against the risk, not simply banned things. See our risk-benefit assessment guide.
• Registers and ratios. Who was present each session and the adult-to-child ratio you ran, evidencing you stayed within safe and required limits. Our ratios guide covers the numbers.
• Accident, incident and near-miss records. Dated, factual notes of anything that happened and what you did about it.
• Consents. Photo consent, first-aid and emergency consents, and any medical or allergy information, current and easy to check before a child sets off.
• Safeguarding records. Held appropriately and confidentially (more on this below).
• Planning and observations. What you intended, what you observed, and how the next session responded: the heart of the cycle.

Showing the planning-observation-adaptation-review cycle

The single thing that most sets strong forest school apart on paper is evidence of the FSA cycle: plan, observe, adapt, review. It's the difference between a folder of identical session plans and a living record of a group developing over time.

You don't need reams of writing to show it. A short plan with your intentions for the session, a handful of genuine observations of what the children actually did, a note of how you adapted in the moment or for next week, and a brief reflection at the end of a block: that's the whole cycle, evidenced. When an inspector can follow one child or one group from week one to week six and see your practice responding to them, you've demonstrated learner-centred provision far more convincingly than any glossy policy could.

Safeguarding and your DSL

Safeguarding sits slightly apart from the rest of your paperwork, and deliberately so. Your setting should have a named Designated Safeguarding Lead (DSL), and concerns about a child's welfare are recorded and held by that person, not shared around the whole team and not left in a general session folder where any volunteer might read them.

An inspector will want to see that staff know who the DSL is, know how to raise a concern, and understand that those records are kept confidentially and acted on. Keeping safeguarding tightly held isn't secrecy. It's protecting the child, and it's exactly what good practice and inspection both expect.

Being inspection-ready without the panic

None of these records is hard on its own. The pain is usually that they live in different places: a clipboard in the boot, a consent form in a drawer, observations on sticky notes, a risk assessment last printed in September. When an inspection is announced, you spend an evening trying to assemble a story from scraps.

That's the gap the Forest School app is built to close. Your registers, ratios, risk-benefit assessments, consents, observations and incident records live together against each session, so the planning-observation-adaptation-review cycle is captured as you go rather than reconstructed afterwards. Safeguarding concerns stay with your DSL, separate from general records by design. And when you need to hand something over, each session exports as a tidy, inspection-ready PDF: the whole picture, on one document.

If you'd like to see how it fits together, our record keeping page walks through it, or you can start free and set up your first session in a few minutes.