Alternative Provision

Our Alternative Provision programmes are designed for children and young people who are unable to fully access, or are not thriving within, mainstream education, or who would benefit from a complementary approach to learning.

We work with children and young people with a wide range of needs, including behavioural challenges, special educational needs and disabilities (SEND), and social, emotional and mental health (SEMH) needs.

Forest School offers a unique and engaging form of Alternative Provision. By providing regular opportunities to learn in a natural environment, we create a different kind of learning experience—one that is practical, experiential, participant-led and responsive to individual needs.

At Portsmouth Forest School CIC, we are trauma-aware and inclusive. We aim to create a safe, supportive community where children and young people feel valued, listened to and able to succeed.

What is Forest School?

Forest School is an outdoor education approach that uses the natural environment to support learning, development and wellbeing. Originating in Scandinavia, Forest School has developed internationally and is now recognised as a valuable approach to supporting children and young people through regular, ongoing sessions in woodland and natural environments.

Sessions may include bushcraft, ecological and nature-based learning, creative projects, practical problem-solving, physical challenges and opportunities for exploration and discovery.

Forest School is more than simply taking learning outdoors. It is underpinned by six Forest School principles, which shape the ethos, structure and delivery of the programme. These principles help distinguish Forest School from one-off outdoor learning activities and ensure that participants experience a consistent, developmental approach.

Alongside these principles, we follow five complementary principles that support formal education and holistic development:

• Educative – developing knowledge and practical skills through meaningful experiences in the natural environment.
• Empowering – providing a person-centred, participant-led approach that gives children and young people choice, voice and ownership.
• Participatory – learning through active, practical and experiential experiences.
• Inclusive – adapting sessions to reflect individual needs, strengths, interests and abilities.
• Expressive – providing time and space to explore thoughts, feelings, creativity and actions.

Benefits of Forest School within Alternative Provision

Engagement and Motivation

• Active learning
  Forest School provides practical, hands-on learning opportunities that can be particularly engaging for children and young people who find traditional classroom environments challenging.
• Choice and ownership
  Participants are encouraged to make choices and take an active role in their learning. This can develop a greater sense of ownership, responsibility and intrinsic motivation.

Social and Emotional Development

• Teamwork and cooperation
  Many Forest School activities involve working alongside others, creating opportunities to develop communication, cooperation, empathy and positive relationships.
• Confidence and resilience
  Completing challenges, learning new skills and overcoming difficulties can help young people recognise their own abilities and develop confidence and resilience.
• Positive relationships
  The regular nature of Forest School allows participants to develop trusting relationships with adults and peers in a relaxed and supportive environment.

Behaviour and Self-Regulation

• The natural environment can offer a calmer and less formal learning setting than a traditional classroom. Opportunities for movement, choice, exploration and practical activity can help some young people regulate their emotions and behaviour.
• The participant-led nature of Forest School can also provide a valuable sense of control and autonomy. For children and young people who may experience limited control in other areas of their lives, having meaningful choices within clear and supportive boundaries can be particularly empowering.
• We use encouragement, positive reinforcement and relationship-based approaches to help participants experience success and develop positive attitudes towards themselves and their learning.

Physical and Mental Wellbeing

• Physical activity
  Movement and physical activity are naturally embedded within Forest School. Participants can develop physical skills, coordination, strength and confidence through activities such as walking, climbing, building and exploring.
• Mental wellbeing
  Spending time outdoors and connecting with nature can provide opportunities to slow down, reflect and regulate. The combination of physical activity, natural surroundings and supportive relationships can contribute positively to emotional wellbeing.

Personalised and Holistic Learning

• Forest School activities can be adapted to meet the individual needs, interests and abilities of each participant. This enables us to create meaningful learning experiences for children and young people who may find conventional approaches difficult to access.
• Our approach recognises that educational progress is closely connected to social, emotional, physical, cognitive and creative development. We therefore take a holistic approach to learning and progress, rather than focusing solely on academic attainment.

Connecting with Nature

• Forest School gives children and young people the opportunity to develop a deeper understanding of and connection with the natural world.
• Through activities such as nature exploration, habitat studies, bushcraft, conservation and sustainable practices, participants can develop environmental awareness, curiosity and a sense of responsibility for their surroundings.

Portsmouth Forest School CIC

Portsmouth Forest School CIC is based at Hilsea Lines, a beautiful woodland setting on the edge of Portsmouth. We provide high-quality educational activities and outdoor experiences for children and young people in Portsmouth and the surrounding area.

Our aim is to enable children and young people of all ages and backgrounds to experience the benefits of being outdoors, connecting with nature and discovering what they are capable of.

Through our approach, participants can develop socially, emotionally, cognitively, physically and creatively, while building positive relationships and experiencing success in a supportive environment.

For children and young people accessing Alternative Provision, we can work collaboratively with the participant, school and, where appropriate, family and other professionals. Our aim is to complement existing education and, where appropriate, support the young person towards increased engagement with learning and successful reintegration into school.

 

Our Alternative Provision Offer

Portsmouth Forest School CIC offers:

• Individual Forest School sessions
• Paired sessions
• Small-group sessions
• Bespoke programmes tailored to individual needs
• Provision designed to complement a young person's existing education
• Collaborative working with schools and other professionals
• Our provision is suitable for children and young people who may struggle to access the school curriculum through conventional classroom-based education or who would benefit from an alternative, practical and experiential approach to learning.

 

Programme Options

 

• Three-Session Introductory Programme - Mandatory

Our introductory programme provides an opportunity for the young person and Forest School team to establish a relationship, experience the Forest School approach and begin identifying individual strengths, interests, needs and potential outcomes.

 

• Half-Term or Whole-Term Programmes

Following the introductory programme, schools can book a half-term or whole-term block of sessions, subject to availability. Sessions are usually two hours in duration, although we are happy to discuss alternative session lengths where this would better meet the needs of the participant and programme.

 

 

A Long-Term Approach

Forest School is a long-term developmental process, rather than a one-off intervention. Meaningful changes in confidence, relationships, engagement, behaviour and wellbeing can take time to develop.

We therefore recommend an initial 12-week programme, wherever possible. This allows sufficient time for relationships to develop, participants to become familiar with the environment and approach, and meaningful progress to be observed and evaluated.

Evaluation and Feedback

We recognise the importance of monitoring progress and providing schools with clear evidence of outcomes.

For individual, paired and small-group programmes, we provide weekly session evaluations and feedback, documenting participation, achievements, observations and areas for development.

We use the SPICES model to monitor holistic progress across six areas:

• Social
• Physical
• Intellectual
• Creative
• Emotional
• Spiritual

 

Progress is monitored throughout the programme, with detailed termly progress reports provided to demonstrate development, engagement, achievements and emerging areas of need.

Our aim is not simply to provide a different place for a young person to learn. We aim to create an environment where they can reconnect with learning, build positive relationships, develop confidence, experience success and discover their own strengths.

 

Ultimately, we want every participant to leave Forest School with a greater sense of belonging, capability and possibility.