What Ofsted and the FSA look for at forest school

Practical guidance · en-GB

What an inspector looks at depends on how your provision is registered and what you offer: an Ofsted-registered early years provider, 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 who know forest school will look for these in practice. They're also a good self-check whether or not anyone is watching.

1. A long-term process: regular sessions across the seasons, with planning, observation, adaptation and review going round as a cycle.
2. A woodland or natural wooded environment, and looking after the place while you use it.
3. Supported risk-taking: tools, fire, climbing, water, risk-benefit thinking, not risk elimination.
4. Holistic development: the whole child, and resilient, confident, independent, creative learners.
5. Qualified practitioners, holding at least an accredited Level 3 and continuing to develop their practice.
6. Learner-centred processes, following the child's interests rather than an adult agenda.

For more on each one, read the six principles of forest school, in full: what each one asks of you in the woods, and how the app helps.

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.

Forest school also suits 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

On paper, strong forest school shows the FSA cycle: plan, observe, adapt, review. A folder of identical session plans doesn't show it. A record of a group developing over time does.

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. When an inspector can follow one child or one group from week one to week six and see your practice responding to them, you have demonstrated learner-centred provision.

Safeguarding and your DSL

Safeguarding records are kept apart from the rest of your paperwork. Your forest school 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 the records together

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. Scattered like that, they're no use to you: you can't see what a child was on the edge of last week, so you can't plan for what they need this week.

In the Forest School App, your registers, ratios, risk-benefit assessments, consents, observations and incident records sit together against each session, so the planning-observation-adaptation-review cycle, the first principle, is recorded as you go. Safeguarding concerns stay with your DSL, separate from general records. Each session exports as one PDF, so if someone asks, there's nothing to prepare.

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.