The Forest School Podcast

Keywordsweather, play, philosophy, achievement, agency, creativity, metrics, education, value capture, qualitative assessmentSummaryIn this conversation, Lewis and Wem explore various themes surrounding play, philosophy, and the impact of metrics on society. They discuss the importance of play in fostering creativity and social connections, the differences between striving and achievement players, and the role of constraints in enhancing creativity. The conversation also delves into the concept of value capture, the influence of technology on perception, and the need for qualitative assessments in education. They conclude by reflecting on the importance of process over product and the future of education in relation to play.TakeawaysMud everywhere!The weather can be deceiving.Books can deeply engage us.Play has philosophical implications.Striving players focus on the process.Constraints can enhance creativity.Value capture influences our perceptions.Metrics can simplify complex ideas.Education often prioritizes quantifiable data.The process of play is more important than the outcome.TitlesExploring the Mud: Weather and PlayThe Philosophy of Play and Learning sound bites"There's mud everywhere!""This book is amazing!""The process is beautiful!"Chapters00:00 The Muddy Reality of Weather08:16 Exploring the Depths of Play and Philosophy11:08 Understanding Player Mindsets: Achievement vs. Striving14:22 Facilitating Play: Agency and Autonomy in Games17:24 The Role of Games in Social Dynamics20:15 Process Beauty in Games: The Art of Overcoming Obstacles23:06 The Purpose vs. Goal in Play: Social Connection Over Competition37:08 The Sensual Act of Information Management40:21 Nature Connection and Purpose43:35 Metrics, Value Capture, and Scoring Systems50:16 The Influence of Technology on Perception56:47 The Four Horsemen of Value Capture01:05:55 The Balance of Quantitative and Qualitative Metrics01:10:41 Exploring Pedagogies and Their Metrics

Keywordstree planting, community engagement, climate action, Avon Needs Trees, sustainable practices, tree care, volunteerism, Echo Wood, environmental awareness, biodiversitySummaryIn this engaging conversation, Wem speaks with Susan Barker from Avon Needs Trees about the importance of community tree planting and care. Susan shares her journey from academia to horticulture, highlighting the mission of Avon Needs Trees in combating climate change through woodland creation. They discuss the significance of community involvement, sustainable practices in tree care, and the emotional aspects of confronting climate change. The conversation also touches on the innovative Echo Wood project, which aims to create a living artwork through tree planting, and the importance of fostering connections with nature.TakeawaysSusan Barker transitioned from academia to horticulture due to stress and a desire to work with nature.Avon Needs Trees focuses on creating permanent woodlands to combat climate change and biodiversity loss.Community engagement is crucial for the success of tree planting initiatives.Sustainable tree care practices are essential for the long-term health of planted trees.Volunteers play a significant role in tree planting and care, fostering a sense of ownership.Echo Wood is a living artwork project that involves planting 365 trees in a circular design.Emotional well-being is supported through active participation in environmental initiatives.The organization emphasizes the importance of local actions in response to global climate issues.Conversations about climate change should balance despair with hope and actionable steps.The survival rate of trees planted by Avon Needs Trees is impressively high, averaging around 93%.Sound bites"The tree care is so meditative.""We want to have those conversations.""It's the little things that citizens do that matter."Chapters00:00 Introduction to Avon Needs Trees and Susan Barker07:39 Susan's Journey from Academia to Horticulture12:46 The Birth of Avon Needs Trees18:49 Land Acquisition and Community Engagement25:09 Tree Planting and Care Practices29:43 The Challenges of Tree Planting30:50 Creating a Community Woodland32:27 Survival Rates and Long-Term Care34:50 Engaging the Community41:44 Introducing Echo Wood49:22 Confronting Climate Change Emotionally01:00:21 Pod Cat.mp4

In this episode, Wem and Lewis explore the philosophical and societal implications of play, discussing how it shapes childhood development and adult behavior. They delve into the idea that play is not merely a preparation for adulthood but a vital part of life itself, influencing social interactions and personal growth. The conversation also touches on the impact of adult perceptions on children's play and the broader cultural narratives surrounding play.Keywordsplay, childhood development, adult behavior, social interactions, personal growth, societal perceptions, cultural narratives, essential play, children, adultsTakeawaysPlay is a vital part of life, not just preparation for adulthood.Adult perceptions can influence children's play experiences.Play shapes social interactions and personal growth.Cultural narratives impact how play is valued.Philosophical discussions on the essence of play are explored.Play is essential for both children and adults.The role of play in childhood development is multifaceted.Play can reflect societal issues and biases.Understanding play requires a holistic view of its impact.Play is a fundamental aspect of human experience.

SummaryFrom Westonbirt inspirations to field guides and plant-hunter epics, Lewis and Gemma pull 13 tree books and ask how reading changes woodland practice. Hear about ships with greenhouses, coppice cycles, charcoal burning, fungal networks, minimalist nursery design, mapping with old OS layers and LiDAR, plus a practitioner’s starter stack for ID and ethnobotany.SponsorsTENTSILESave 10% on tree tents and hammocks with code ForestChildren10 at checkout. Ideal for leaders who want flexible base-camp shelter without ground impact.Chris HollandExplore Chris’s 54-page Plant of the Week guide with songs, stories and QR videos. Use our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcastKey takeawaysBooks are tools. Ideas on the page translate into better planning, richer invitations to play and clearer woodland decisions.History explains today’s woods. War, trade and enclosure shaped plantations and access.When the landscape is the resource you can need fewer add-ons.Mycorrhizal science challenges the clean slate approach to plantations. Diversity can feed young trees.A balanced shelf helps practitioners. Mix narrative inspiration, technical ID, land-use history and local mapping.Chapters00:00 Audio or video and how to follow along02:10 Westonbirt, tree hunters and why one book leads to three more06:40 Plant collectors, ships with greenhouses and species introductions11:20 Remarkable trees and the Douglas fir story15:20 Finding the Mother Tree and what fungal networks show us20:10 Managing woods for play, coppice cycles and charcoal25:40 Enclosure, disafforestation and the Western Rising rabbit hole30:40 Rackham, old OS maps and first steps with LiDAR35:30 Practitioner stack for sessions and ethnobotany40:50 Photos or illustrations for ID, trends in tree writing, the squirrel book wishBooks and resources mentionedThomas Pakenham — The Tree Hunters; Meetings with Remarkable TreesJohn Evelyn — Sylva, or a Discourse of Forest TreesSuzanne Simard — Finding the Mother TreePeter Wohlleben — The Hidden Life of TreesRichard Powers — The OverstoryOliver Rackham — Trees and Woodland in the British Landscape; The History of the CountrysideTristan Gooley — How to Read a TreeRay Mears — British Woodland: How to Explore the Secret World of Our ForestsRoger Phillips — UK wild plants and fungi photographic guidesChris Holland — Plant of the Week collectionHandy tools referencedOld OS map viewer for historical layersLiDAR overlays for spotting ridge and furrow, pits and platformsListen now🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9Stay in touchQuestions, feedback or collaboration: admin@theforestschoolpodcast.comSay hello on Instagram and Facebook. Tell us your favourite tree book or share a shelf photo and tag the show so we can reshare.SupportMore episodes and resources: theforestschoolpodcast.comBack the show from £2 a month: patreon.com/theforestschoolpodcastHashtags#ForestSchool #OutdoorEducation #NaturePlay #ReflectivePractice #TreeBooks

In this punchy, practice-rich episode of The Forest School Podcast, Lewis and Wem unpack The Land — a 2016 documentary about an adventure playground in Wrexham — as screened via the Boston Children’s Museum panel. They dig into filming that sits inside the play, what “looks like a dump” can signal to children, and how adventure playground philosophy intersects with Forest School when you factor in nature’s needs, community, and inclusion. From risk versus hazard to loose parts in public parks, it is a tour through culture, pedagogy, and what real autonomy feels like.🌟 Sponsors and supporter shout-outsWe are supported by TENTSILE. Forest School leaders and listeners get 10% off with code ForestChildren10 at checkout.We are also supported by Chris Holland. Grab his 54-page plant guide and more with our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcastPatrons keep this going from just £2 per month. Thank you for keeping the lights on and the microphones warm.⏱ Chapter Timings00:00 Film on The Land and why it matters01:22 Naturalistic camera work and playworker voice03:20 UK playwork culture compared with the US context05:44 Feelings when play looks messy, what the environment signals08:19 Forest School versus adventure playgrounds, whose needs are held10:40 Risk and hazard, modelling assessment in the open12:59 Loose parts in public parks, barriers and “reset-able” spaces15:23 Community care, freedom with a nominated adult, less panopticon17:03 When children ignore the plan, ego checks for facilitators18:35 What we will read next, The Anxious Generation🌲 Keywordsadventure playgrounds, The Land documentary, playwork, Forest School practice, risk versus hazard, loose parts, inclusion, community play culture, environmental signalling, Boston Children’s Museum panel🔖 Hashtags#ForestSchool #Playwork #OutdoorEducation #LooseParts #ReflectivePractice🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🌐 More Episodes and SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this lively, idea-packed episode of The Forest School Podcast, Lewis and Wem chat with Dr Shelley Newstead about the roots and reality of playwork. Shelley traces adventure playgrounds from Sorensen in Denmark to Lady Allen in post-war Britain, then explains her PARS playwork model that helps adults articulate what they are doing and why. Expect thoughtful links to Forest School practice, clear language for talking to schools and parents, and practical insight on when to step in and when to stand back. They also tackle funding priorities, teens and play, and how to keep practice reflexive rather than nostalgic.SponsorsTENTSILE — Tree tents for educators and explorers. Listeners get 10% off with code ForestChildren10.Chris Holland — Nature connection resources including his 54-page plant guide. Use our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏱ Chapter Timings00:00 – Cold open and the promise to keep it normal01:06 – Meet Dr Shelley Newstead and what playwork is really about03:18 – From practitioner to PhD and why articulation matters07:15 – A playwork perspective explained11:44 – Sorensen, Lady Allen, and the rise of adventure playgrounds18:26 – Grassroots growth and reinventing the wheel24:19 – The PARS model for articulating, developing, and evaluating practice32:37 – PARS hats for parents and practitioners44:17 – Forest School and playwork, overlap and differences51:41 – Funding fixed parks versus community play and provision for teens🌲 KeywordsPlaywork history, adventure playgrounds, Sorensen, Lady Allen, PARS model, reflexive practice, articulation of practice, Forest School and playwork, teen play, community provision🔖 Hashtags#ForestSchool #Playwork #OutdoorEducation #ReflectivePractice #ChildLedLearning🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🌐 More Episodes & SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this lively Ludo Botany special, we explore tree climbing as play, practice, and design. Lewis brings fresh research on branch collars, spacing, and load strength while Gemma brings lived experience on how different trees invite different kinds of movement. From laurel and rhododendron “nest” trees to coppice stools and swooping live-oak ramps, they unpack species, shapes, and access. The chat ranges across myths and heuristics, defender branches, orthotropic versus horizontal shoots, group dynamics in shared trees, how adult presence changes the climb, and why our bodies feel different in trees compared with ladders. It wraps with a community callout for your best natural loose parts for the next Ludo Botany episode. 🌳⏱ Chapter Timings00:44 – New cold open, studio fidgets, and scene-setting02:30 – Ludo Botany focus: tree climbing, research versus lived experience06:16 – Myths to mechanics: collar development, spacing, and those wrist-width rules12:34 – Trees on slopes, branch distribution, and what that means for access15:09 – Defender branches, orthotropic versus horizontal shoots, and bark wear20:19 – “Nest” trees and fallen logs: comfort, horizontality, and play worlds23:14 – Species and cultivation: coppice, mini-pollards, and live-oak style ramps33:25 – Adult gaze, crowding, etiquette, and height as status in shared trees37:30 – Bodies and brains: startle reflex, evolution, and why trees beat ladders54:31 – Next up: loose parts callout and how to send in voice notes🌲 Keywords: Ludo Botany, tree climbing, branch collar strength, defender branches, orthotropic shoots, coppice and pollard, live oaks, laurel and rhododendron nests, group dynamics, inclusive play design🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🔖 Hashtags:#ForestSchool #OutdoorEducation #NaturePlay #TreeClimbing #LudoBotany🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this lively, reflective episode of The Forest School Podcast, Lewis, Wem, and guest Lily pick apart the famous “three look afters” and ask a bigger question: who’s allowed to fail at Forest School, and how do we help people fail well? From cartilage kneecaps and Mr Potato Head jokes to space holding, autonomy versus community, and that dreaded “shit spoon” moment, they explore boundaries, blame versus shame, and how to create conditions where struggle leads to learning rather than humiliation. Expect practical facilitation nuance, philosophical detours, and a few perfect tangents about tracksuits.⏱ Chapter Timings00:00 – Cold open: kneecaps, bandagraphs, and Mr Potato Heads03:14 – Axing the “three look afters”: demands, agency, and who can fail06:06 – Flattened hierarchies or hidden authority: responsibility in practice10:38 – Boundaries, safety, and culture shift for new groups14:49 – Space holding, low-demand setups, and modelling altruism21:27 – Failing well: conditions for struggle without humiliation25:22 – Nunchi: reading the room and tailoring support28:56 – Relational failure, shame versus guilt, and belonging49:22 – Process over product: the “shit spoon” and reframing success1:05:00 – Lily’s trainings, FSA roadshows, and resources🌲 KeywordsForest School agreements, failing well, autonomy vs community, space holding, shame vs blame, boundaries and safety, facilitator judgement, process over product, reflective practice, learner agency🔖 Hashtags#ForestSchool #OutdoorEducation #ReflectivePractice #CommunityLearning #NaturePlay🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🌐 More Episodes & SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.comMentioned in this episode:Animated “What is failure?” video discussed: https://www.facebook.com/share/v/1CVvtkueZU/?mibextid=wwXIfr

In this lively, idea packed episode of The Forest School Podcast, Lewis and Wem move from Halloween chatter to a full nature reset. Wales waterfalls, Pen y Fan, Regent’s Park squirrels, and the deer rut at Richmond Park set the scene for a deeper dive. Lewis picks up Ludo Botany again and invites listeners to help build a new series, starting with tree climbing. The pair then unpack a Finnish trial that “rewilded” kindergartens with real forest floor to boost children’s microbiomes, compare new Australian findings, and explore equity, ethics, hygiene practice, and culture change. A new original song appears too. It is written from the viewpoint of an oak tree watching its acorns become craft supplies. 🌳⏱ Chapter Timings00:00 – Patreon intro and scene setting01:12 – Halloween, Wales waterfalls, Pen y Fan, London parks, and the deer rut07:02 – Ludo Botany returns and a listener call out for tree climbing nominations09:21 – New song premiere about acorns and seasonal crafting13:28 – Finland’s “forest floor in preschool” study and children’s microbiomes20:12 – Australian follow up and wider wellbeing gains beyond health22:55 – Mud as equity and even an academic intervention for learners26:30 – Ethics and longevity of transplanted soil and maintenance questions33:22 – Practicalities in settings: hygiene, thresholds, roles, and risk benefit35:56 – Alternatives: link settings to real woodlands and use green hedges to cut pollution🌲 KeywordsForest School, microbiome play, rewilded kindergartens, Finnish early years, Australian study, loose parts, hygiene thresholds, equity in education, tree climbing, Ludo Botany, Richmond Park deer rut, Welsh waterfalls🔖 Hashtags#ForestSchool #OutdoorEducation #NaturePlay #EarlyYears #ChildDevelopment🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9📚 Article and studies mentionedGuardian feature: https://www.theguardian.com/environment/2025/oct/29/soil-sandpit-children-dirty-biodiversity-finnish-nurseries-research-microbes-bacteria-aoeFinnish intervention study (Science Advances, 2020): https://www.science.org/doi/10.1126/sciadv.aba2578Open-access version: https://pmc.ncbi.nlm.nih.gov/articles/PMC7556828/Australian childcare soil microbiome study (2024): https://pubmed.ncbi.nlm.nih.gov/38583619/Flinders news summary: https://news.flinders.edu.au/blog/2024/06/18/dose-of-dirt-for-healthy-play/On playground pollution barriers with hedges: https://www.cam.ac.uk/research/news/roadside-hedges-can-reduce-harmful-ultrafine-particle-pollution-around-schools and https://www.nature.com/articles/s41598-022-18509-w🌐 More Episodes & SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this reflective, good-humoured episode of The Forest School Podcast, Lewis and Gemma wander from hornets and sweet chestnuts to big ideas in space design and session planning. They unpack a fresh “great board experiment” that swaps linear timetables for an Eight Shields-inspired planning wheel, then dive into a beautiful Japanese coffee-table book, The World Designed for Children, to ask how architecture can invite play. Along the way: apples, dehydrators, built-in play features, minimalism versus loose parts, logos and community identity, and a brand-new concept Lewis coins on air — Ludo Botany — matching kinds of play with specific plants and woodland management over time. It is a lively mix of practice, philosophy, and proper woodland gossip. 🌳⏱ Chapter Timings00:00 – Wind, wildlife, and sweet chestnuts: back in the woods03:10 – Glut season: apples, dehydration, and preserving abundance06:16 – The great board experiment: why ditch the linear plan08:20 – Planning with Eight Shields energies instead of activities11:21 – From checklists to a “spoked wheel”: transparency and crossing things out20:42 – The World Designed for Children: minimalist nurseries and built-in play24:54 – Ponds, sandpits, stairs you can climb: architecture as invitation29:16 – Loose parts, display culture, and what “the space is the resource” means34:36 – Brand, logos, patches, shared rituals: identity without uniforms45:06 – Introducing Ludo Botany and “plant baby plant”: designing for play yields🌲 KeywordsForest School planning, Eight Shields, session design, Japanese early years architecture, built-in play, loose parts, brand and community, reflective practice, woodland management, Ludo Botany🔖 Hashtags#ForestSchool #OutdoorEducation #ReflectivePractice #LooseParts #NaturePlay🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🌐 More Episodes & SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this reflective, funny episode, Lewis and Gemma reunite in the same room, fresh from a Royal Forestry Society award and a whirlwind visit to Westonbirt Arboretum. Using the provocatively titled book *We Need Your Art: Stop ***ing Around and Make Something as a springboard, they unpack how Western culture sidelines creativity, why Forest School’s process-first ethos matters, and how to plan for failure with kinder self-talk. Expect talk of “shitty art” challenges, class and permission to fail, celebrating small milestones without slipping into praise economies, acorn milk experiments, squirrel mysteries, and the radical power of modelling silliness so children feel safe to try, tinker, and try again.TENTSILE — Tree tents that transform tricky ground into magical campouts. Listeners get 10% off with code ForestChildren10 at checkout.Chris Holland — Nature connection resources we genuinely rate. Explore his 54-page plant guide and more via our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast00:43 – Back together: RFS award, Westonbirt Arboretum, and “Square Oil” giggles04:24 – The book: bold Sharpie manifestos that kick you into making06:15 – Structure: reflective prompts, a two-week “make something daily” challenge, and looking back07:36 – Why Forest School is a curriculum-free haven for creativity, not metrics08:52 – How school and society infantilise art and push it to the margins11:44 – Product versus process: performances, gifts, and the “motivation soup”19:18 – Class, safety nets, and permission to fail in creative careers21:39 – Plan your self-talk for when you fail; modelling kinder language with parents33:26 – Celebrating small milestones together without turning joy into judgment52:32 – Stop at 80%: making endings easy, sustainable, and actually enjoyable🌲 Keywords: Forest School creativity, process-focused learning, failure and self-talk, celebrating milestones, class and creativity, modelling silliness, acorn processing, non-judgemental spaces, child-led practice, practitioner reflectionSpotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9🔖 Hashtags:#ForestSchool #OutdoorEducation #ProcessOverProduct #CreativeConfidence #NatureBasedLearning🌐 More episodes and support:Listen and find resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.comSponsors and partners⏱ Chapter timings🎧 Catch the full episode:

A heartfelt conversation with Mell Harrison about Kinda Education’s plan to become the new custodians of Ringsfield Hall and bring a living school to life. We explore the vision, the sociocratic way of working, multi-generational learning in practice, and the immediate ways listeners can help.TENTSILE: Outdoor leaders save 10% with code ForestChildren10 on tree tents and hammocks.Chris Holland: Get the 54-page plant guide with our exclusive discount and support the show: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcastDonate or fundraise nowCrowdfunder main page: https://www.crowdfunder.co.uk/p/help-kinda-education-save-ringsfield-hall Crowdfunder UKCreate a supporter fundraiser page: https://www.crowdfunder.co.uk/p/help-kinda-education-save-ringsfield-hall/multiply Crowdfunder UKLearn about the projectKinda Education’s Ringsfield vision and plan: https://www.kindaeducation.org.uk/ringsfield Kinda EducationKinda Education homepage: https://www.kindaeducation.org.uk/ Kinda EducationFollow and share updatesKinda Education on Facebook: https://www.facebook.com/KindaEducation/ FacebookLaunch post about saving Ringsfield Hall: https://www.facebook.com/KindaEducation/posts/1409356451195227/ FacebookKinda Education video update: https://www.facebook.com/KindaEducation/videos/1935777910328794/ FacebookInstagram fundraiser reel: https://www.instagram.com/reel/DPUEKUOiEew/ InstagramInstagram update post: https://www.instagram.com/p/DPD3MvzDZ9K/ InstagramRingsfield Hall on Instagram: https://www.instagram.com/ringsfieldhall/ InstagramRingsfield Hall on X: https://x.com/ringsfieldhall X (formerly Twitter)Donate or start a mini fundraiser on the crowdfunder.Share the crowdfunder link and the Instagram reel in your groups.Follow Kinda Education on Facebook and Instagram to boost reach.If you have relevant skills or local knowledge, contact Kinda via the website.00:00 Intro and why this matters02:31 Mell’s background and the roots of Kinda07:30 The project reveal and why Ringsfield Hall13:39 How the living school will work day to day16:26 What living curriculum means in practice19:47 Working with different stakeholders through clear layers23:32 Social impact, elders, and a transferable model27:50 Momentum in alternative education and home education31:49 Starting points for new projects and sociocracy37:07 The crowdfunder and immediate next steps#ForestSchool #AlternativeEducation #HomeEducation #OutdoorLearning #NatureConnection #Sociocracy #CommunityEducation #SEND #TraumaInformed #RingsfieldHall #KindaEducationSponsors and supporter perksListen and take actionHow to help in two minutesChapter timings

In this calm, reflective conversation, Lewis and Wem sit down with play worker and artist Max Alexander of Play Radical to explore autistic play as a joyful, valid, and richly varied landscape. Max shares how one to one playwork can reconnect isolated young people to authentic play, why reflection habits from nursing training shaped their practice, and how non extractive documentation like session haiku can honour privacy while communicating value. The trio unpack the difference between rigid taxonomies and Max’s lighter play shapes, discuss why autistic play matters for wellbeing today rather than only for future outcomes, and explore practitioner shorthand that helps teams notice and scaffold emerging shapes. The second half turns to adult play, instincts, and the social barriers that police how bodies move in public. The result is a practical and humane guide to noticing more, intervening less, and creating space where play can breathe.TENTSILE is supporting this episode. Forest School leaders can get 10 percent off a Stingray tree tent with the code ForestChildren10 at checkout.Chris Holland is also supporting this episode. Grab his 54 page plant guide with our affiliate link and discount: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast00:43 Windy morning intro and Max joins the chat02:11 What Play Radical is and how Max works across roles03:47 One to one playwork and inclusion for isolated autistic children05:22 From nursing to The Yard and how practice took shape08:03 Reflection habits and a commitment to accessible information13:06 Haiku as non extractive documentation and a live example16:25 Play shapes versus taxonomies and how to hold them lightly22:34 Why autistic play matters for wellbeing and joy right now23:26 Practitioner shorthand and supporting emerging shapes33:42 Adult play instincts and barriers in public spacesAutistic play, play shapes, neurodiversity, inclusive playwork, one to one playwork, reflective practice, haiku documentation, Forest School, Bob Hughes play types, practitioner shorthand, adult play, privacy in play, anti ableism, teen play, Play Radical, The Yard Edinburgh🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9#ForestSchool #AutisticPlay #OutdoorEducation #ReflectivePractice #Neurodiversity🌐 More Episodes and SupportListen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this warm, idea-packed episode of The Forest School Podcast, Lewis and Wem move from personal updates to a deep dive on resilience. Using Looby McNamara’s Cultural Emergence and Chris Johnstone’s framing, they explore recovery, adaptive, transformative, and spreading resilience. They challenge the “just power through” myth, contrast perseverance with true resilience, and look at how groups become more sustainable through transparency, shared roles, and flatter hierarchies. Expect practical examples from fire-lighting to policy writing, plus reflections on neurodivergence, school attendance narratives, and how adults can model resilience when there’s a supportive team around them.⏱ Chapter Timings:00:00 – Patreon intro and setting the scene for a busy month01:39 – London “bird orchestra,” road trip vibes, and upcoming FSA plans04:26 – What the FSA road shows are and why mini-conferences matter06:03 – Workshop picks: coil baskets, nature connection, and “dangerous toys”07:24 – A secret embargoed event, outfit chat, and Wem begins a PhD10:28 – Four types of resilience via Looby McNamara and Chris Johnstone12:53 – Oxford definitions: beyond “hardness” to bouncing and recovery20:12 – Adaptive resilience vs perseverance: the fire-lighting example22:42 – Community resilience: transparency, small teams, and avoiding burnout41:54 – Modelling resilience, flatter hierarchies, and support networks🌲 Keywords: Forest School resilience, Looby McNamara, Chris Johnstone, adaptive vs perseverance, community resilience, transparent roles, policies as pearls, neurodivergent perspectives, FSA road shows, outdoor learning practice🔖 Hashtags:#ForestSchool #OutdoorEducation #Resilience #CommunityLearning🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcast🎧 Catch the full episode:Spotify: https://shorturl.at/4WdyIYouTube: https://shorturl.at/3qOUsApple: https://shorturl.at/FxfMFRSS: https://shorturl.at/A0kx9For questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this warm and curious episode of The Forest School Podcast, Lewis and Gemma sit down with historian and fibre artist Nicole DeRushie to explore her new book, Bog Fashion: Recreating Bronze and Iron Age Clothes. The conversation traces Nicole’s path from Forest School leader to public historian, then dives into experimental archaeology, everyday clothing in prehistory, women’s roles in textile innovation, and why craft skills like nalbinding still matter. Expect practical insight for educators who want to bring textiles into sessions, thoughtful reflections on value and labour, and plenty of joy in imperfect making. Note for listeners: this was a cloud recording so audio quality varies, yet the content is rich throughout.Sponsored byTENTSILE, makers of tree tents and hammocks that Forest School leaders love. Use code ForestChildren10 for 10% off at checkout.Chris Holland’s 54-page plant guide for outdoor educators. Get an exclusive discount through this link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏱ Chapter Timings00:00 Patreon intro and why listener support keeps the show going01:11 Episode set up, Nicole’s book Bog Fashion, and what to expect02:42 From Forest School to public history, museums, and ancient craft practice07:53 Why Bronze and Iron Age clothing, and why bog finds matter for teaching13:29 Everyday lives over kings and dates, making museums feel lived in22:39 Who made the cloth, evidence, myths, and what we can and cannot claim31:32 The changing value of textiles, from household wealth to fast fashion37:58 The crafter’s triangle, learning through failure, and Forest School links49:11 Endangered crafts and nalbinding, how to keep skills alive1:05:17 Where to find Nicole and Bog Fashion, retailers, events, and Instagram🔗 Links from this episodeBog Fashion at ChronoCopia Publishing, book details and retailers: chronocopia.se/books/bog-fashion/ chronocopia.seNicole DeRushie on Instagram: instagram.com/grounded_history InstagramHeritage Crafts Red List overview: heritagecrafts.org.uk/skills/redlist Heritage CraftsNalbinding craft page, background and status: heritagecrafts.org.uk/craft/nalbinding Heritage CraftsMust Farm, Late Bronze Age settlement and textile context: mustfarm.com/bronze-age-settlement/about Must FarmAshmolean Museum shop listing among UK stockists, via publisher page: shop.ashmolean.org and chronocopia stockist list chronocopia.se🌲 Keywords: Bog Fashion, prehistoric textiles, experimental archaeology, nalbinding, heritage crafts, women and weaving, Bronze Age clothing, Iron Age clothing, Forest School activities, public history🔖 Hashtags:#ForestSchool #OutdoorEducation #BogFashion #PrehistoricTextiles #ExperimentalArchaeology #Nalbinding #HeritageCrafts #ChildLedLearning #CPD #NatureBasedLearning🌐 More Episodes and SupportListen to more and access resources: www.theforestschoolpodcast.comSupport the show and join our community: www.patreon.com/theforestschoolpodcastQuestions or collaboration: admin@theforestschoolpodcast.com

In this lively and wide-ranging episode of The Forest School Podcast, Lewis and Wem are joined by Dr Alistair Bryce-Clegg for a passionate conversation about early years education, authentic child development, and how political targets can squeeze the joy out of childhood. From the UK government’s 75% ‘good level of development’ goal to the cultural biases baked into classroom expectations, Alistair shares decades of experience as a teacher, head, author, and consultant. The discussion challenges compliance-focused models, explores the link between environment and behaviour, and highlights the importance of safe failure and intrinsically motivated play. With powerful anecdotes from around the world – from Cumbria classrooms to Icelandic snow schools and Australian bush kindy – this episode is a call to create spaces where all children can flourish, indoors and out.⏱ Chapter Timings:00:00 – Introducing Dr Alistair Bryce-Clegg and his unexpected journey into early years03:14 – The politics of ‘school readiness’ and targets not based on child development07:36 – Cultural differences, compliance vs engagement, and the risk of starting too soon12:20 – Why typical behaviour is often punished – and the gender bias in compliance17:01 – International examples of environments that foster genuine listening22:40 – Narrowing age bands, Ofsted pressure, and creating authentic spaces for all children27:54 – Forest School, play-based learning, and the value of safe failure35:40 – Training, bias, and the risk of disillusionment with learning44:02 – Forest School as a ‘pressure valve’ vs an integrated approach to wellbeing53:58 – Advocating for autodidactic learning in a system built for compliance🌲 Keywords: early years education, school readiness, good level of development, authentic child development, compliance vs engagement, play-based learning, safe failure, gender bias in education, Ofsted pressure, forest school ethos, outdoor learning, international education, neurodiversity, classroom environment, intrinsic motivation🔖 Hashtags:#ForestSchool #EarlyYears #OutdoorLearning #ChildDevelopment #AuthenticPlay #SafeFailure #IntrinsicMotivation #Neurodiversity #ComplianceVsEngagement #ForestSchoolPodcast #PlayBasedLearning #EducationPolicy #TeacherTraining #WellbeingInEducation #AutodidacticLearning🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this thought-provoking episode of The Forest School Podcast, Lewis speaks with Melissa, widely known as The Modern Mortician, to explore the deep intersections between death care, nature connection, and community learning. Beginning with light-hearted bug encounters and moving into meaningful reflections, the conversation spans Melissa’s career journey from traditional funeral homes to her current role as a death doula and advocate for greener, more intentional end-of-life practices. Together they unpack topics including green burial, water cremation, the realities and myths around “eco” death products, and how environmental considerations influence our final choices. They also discuss the emotional and cultural importance of involving children in death rituals, parallels between small animal burials at Forest School and human funerals, and how openness, presence, and hands-on experience can change our relationship with loss. With a mix of practical insight, personal stories, and gentle humour, this episode invites listeners to rethink death as a natural, participatory part of life.🌲 Chapter Timings:00:00 – Clay hairpieces, bug encounters, and the day’s woodland context02:01 – Introducing Melissa: The Modern Mortician’s work and journey into death care06:37 – Animal burials at Forest School and what really happens underground09:19 – Green burial processes and Melissa’s personal story of exhuming her cat12:24 – How grief and burial choices can shift over time20:07 – Balancing professional knowledge with honouring people’s choices24:14 – Water cremation explained: process, benefits, and environmental impact26:39 – Why conservation burial tops the list for eco-friendly end-of-life care31:18 – Myths, marketing, and the truth about “eco” burial products37:24 – Local sourcing, human composting, and hidden environmental costs50:52 – Why children benefit from involvement in death rituals56:26 – Behind-the-scenes realities of funeral industry “natural” presentation1:01:02 – Advice for Forest School leaders: normalising involvement and presence🌲 Keywords: green burial, water cremation, human composting, conservation burial, natural burial, eco death care, death doula, child involvement in funerals, animal burials, Forest School rituals, end-of-life choices, environmental impact of funerals, grief and participation, cultural attitudes to death, The Modern Mortician🔖 Hashtags:#ForestSchool #OutdoorEducation #GreenBurial #WaterCremation #ChildLedLearning #EcoDeathCare #DeathDoula #ForestSchoolPodcast #NatureAndDeath #LifeCycles #CommunityRituals #SustainableFunerals #EndOfLifeEducation #HandsOnHealing #TheModernMortician🌐 More Episodes & Support:Listen to more and access resources at www.theforestschoolpodcast.comSupport the show and join our community at www.patreon.com/theforestschoolpodcastFor questions, feedback, or collaboration: admin@theforestschoolpodcast.com

In this warm and wonderfully meandering episode of The Forest School Podcast, Lewis and Wem dive into The Joys and Shapes of Autistic Play by Max Alexander. Nestled among tangents about shouting sparrowhawks, jewel-encrusted slugs, and beloved sticks, they explore how Max's taxonomy of autistic play shapes offers both validation and practical insights for outdoor educators. Together, they unpack play types like pancake stacking, relational mapping, and object harmonising, and reflect on how this lens supports more inclusive, curious, and non-judgemental practice. The conversation touches on inner worlds, the limits of Bob Hughes’ taxonomy, and the value of reframing behaviours through a neurodivergent-affirming perspective. With humour, honesty, and deep respect for Max’s work, this episode is a love letter to the strange, sincere, and silly world of play.🎁 Sponsored by Tentsile and Chris HollandEnjoy 10% off Tentsile tree tents with the code ForestChildren10 – perfect for immersive outdoor sessions.Get Chris Holland’s 54-page plant guide at a discounted rate using the code on his site:https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast⏱ Chapter Timings00:00 – Shouting sparrowhawks and reptilian parent brains03:30 – Jeweled slugs and ceramic plant pot friends04:07 – Introducing The Joys and Shapes of Autistic Play by Max Alexander06:03 – Why it’s accessible, shareable, and belongs in your backpack06:58 – What the book is: eight play shapes and how to support them08:29 – Play shapes vs. play types: where Bob Hughes meets inner worlds10:44 – What counts as valid play, and what we sometimes dismiss15:14 – Pancake stacking, poisoned cakes, and joyful repetition22:30 – Relational mapping and understanding bodies as play resources32:21 – Voice as a sensory toy and reframing 'disruptive' behaviours40:31 – Object harmonising, companionship with sticks, and the story of a ruby-red brake light52:27 – Nesting as a verb, den conflicts, and design implications for Forest School spaces58:12 – Sincerity + silliness = play; where this book belongs in your CPD journey🌲 KeywordsAutistic play, Max Alexander, play shapes, Bob Hughes, Forest School, inclusive practice, neurodivergent affirmation, relational mapping, object harmonising, nesting, voice as a sensory toy, pancake stacking, playwork, non-judgemental education, play taxonomies, play diaries, observation🔖 Hashtags#ForestSchool #AutisticPlay #PlayShapes #InclusiveEducation #NeurodivergentAffirming #Playwork #ObjectHarmonising #VoiceAsSensoryToy #PancakeStacking #ForestSchoolPodcast #NatureBasedLearning #ChildLedPlay #OutdoorEducation #RelationalMapping #ReflectivePractice🌐 More Episodes & SupportListen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this deep-dive episode of The Forest School Podcast, Lewis and Wem are joined by Dr Jo Hume to explore the rich and expanding world of Forest School research. Starting with nettle seeds and caffeine journeys, the conversation quickly flows into Jo’s unique academic path—from early years teaching to leading-edge post-humanist research. Together, they unpack how Forest School practice can be explored through alternative lenses: from non-linear time and place memory to intra-action, post-humanism, and the oft-missed agency of trees, mud, and materials. Dr Hume shares her ‘three Fs of Forest School,’ talks about embodied research methods (including her embroidered GPS maps), and challenges listeners to think beyond human-centred perspectives. Whether you are an outdoor educator, curious academic, or passionate practitioner, this episode will expand your understanding of what makes Forest School profoundly different from other outdoor experiences—and why it truly stays with us even after we leave the woods.https://www.northumbria.ac.uk/about-us/our-staff/h/joanna-hume/⏱ Chapter Timings:00:00 – Nettle seeds, caffeine experiments, and energising toddler groups02:10 – Introducing Dr Jo Hume: early years teaching to academic research07:30 – Weekly woodland trips and the ripple effects on child independence13:45 – Bringing Forest School to teacher training: possibilities and limitations19:00 – The ‘three Fs of Forest School’: frequency, familiarity, freedom24:15 – Forest School as an alternative life-thread: time, memory, and identity33:35 – Understanding post-humanism and intra-action in outdoor learning41:15 – Animism, tree relationships, and de-centring the human perspective50:00 – Creative research methods: embroidered maps and sensory entanglement58:30 – The future of Forest School research and Dr Hume’s upcoming book🌲 Keywords: Forest School research, post-humanism, intra-action, place memory, three Fs of Forest School, non-linear time, animism, alternative pedagogies, early years education, embodied research methods, intra-relationship, reflective outdoor practice, Forest School academia, Jo Hume, teacher training and Forest School, post-humanist education🔖 Hashtags:#ForestSchool #OutdoorLearning #ForestSchoolPodcast #PostHumanism #IntraAction #ForestSchoolResearch #EarlyYears #ReflectivePractice #NaturePedagogy #ForestSchoolTraining #ChildLedLearning #AnimismInEducation #TeacherTraining #AlternativeEducation #CreativeResearch🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com

In this deep and meandering episode of The Forest School Podcast, Lewis, Wem, and storyteller Danny English explore the layered meanings behind the phrase “Leave No Trace.” What begins as a discussion on outdoor ethics soon becomes a rich meditation on ecological grief, language, pedagogy, woodland relationships, and what it means to belong to a place. Together, they question the cultural norms of tidying up, consider the impact of den-building, and reflect on how story can shift behaviour more meaningfully than rules. Danny shares his roots in experiential education, the story behind his book Tales of the Timeless Forest, and how he works through conflict using narrative. From philosophical musings on deadwood and dominance, to practical provocations for forest school practice, this conversation offers no easy answers—but plenty of fertile ground for reflection.⏱ Chapter Timings:04:00 – Danny’s story: from Ramsbottom to experiential education in the US08:10 – Bridging the gap between outdoor and mainstream education10:42 – “Using nature” vs “being with nature” – why language matters15:48 – The origins of Leave No Trace and its cultural framing19:31 – Dens, deadwood, and how much trace is too much?25:25 – Woodland management dilemmas and practitioner responsibility32:16 – Story as a tool for navigating complex moments with children38:22 – Emotional reactions to monolith beech trees – trace, grief, and care47:33 – Is ‘permissive ecology’ a useful metaphor for outdoor practice?53:04 – Post-humanism, story-sharing, and the joy of seasonal tales🌲 Keywords:Forest School ethics, leave no trace, outdoor education dilemmas, woodland management, ecological grief, forest school culture, language in practice, experiential education, deadwood ecology, storytelling for behaviour, deep ecology, gentle pedagogy, posthumanism, tree monoliths, forest school reflection🔖 Hashtags:#ForestSchool #OutdoorEducation #LeaveNoTrace #DeepEcology #NatureConnection #ForestSchoolPodcast #WoodlandManagement #ChildLedLearning #StorytellingInNature #ReflectivePractice #EcologicalGrief #ForestSchoolCommunity #NaturePedagogy #PostHumanism🌐 More Episodes & Support:Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠For questions, feedback, or collaboration: ⁠admin@theforestschoolpodcast.com