Moss Park Infant School

Our school is a place to Learn, Love & Laugh

Google Translate
Google Search

Implement - classes

Our reflective practice is a feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future


Practitioner observation is an important element of Moss Park pedagogy. Observations feed into ‘scaffolding’ and tailoring experiences to learning and development at Forest School


       We believe that Moss Park Forest School impacts in the following ways;

  • Confidence: children have the freedom, time and space to learn and demonstrate independence
  • Social skills: children gain increased awareness of the consequences of their actions on peers through team activities such as sharing tools and participating in play
  • Communication: language development is prompted by the children’s sensory experiences
  • Motivation: the woodland tends to fascinate the children and they develop a keenness to participate and the ability to concentrate over longer periods of time
  • Physical skills: these improvements are characterised by the development of physical stamina and gross and fine motor skills
  • Knowledge and understanding: the children develop an interest in the natural surroundings and respect for the environment



We introduce the children to the concept of Forest School. Learning to use simple tools, understanding fire safety whilst making a fire. Children are able to play and explore in their natural environment. 


Year 1 

We build on using tools from Reception and learn to use tools independently. Children create an individual craft piece. 


Year 2 

We introduce the children to more complex skills, such as ropes. Children use tools to create a collaborative project. 

Forest School In Year 1

Still image for this video

Over six weeks, this group of Year One children learned to safely build, maintain, cook on, and extinguish a small, controlled fire. The programme is planned to introduce a new skill each week, allowing children to learn at their own pace and provide adequate time to practice their skills and demonstrate the ability to work competently and safely as part of their group. In week six, we ask children to "put it all together" so they can cook a delicious marshmallow each on their own fire with minimal adult assistance.


Week one: children are introduced to the fire steel for the first time and practice creating sparks.

Week two: create sparks in order to light a piece of cotton wool in a fire bowl.

Week three: we build "nests" of cotton wool and tinder and observe how these create rapidly burning hot fires when lit.

Week four: we go on a trip to a local setting to collect fallen twigs and sticks. We learn how to find and select suitable dry material.

Week five: we add the collected fuel to our fire bowls and try to keep our fire burning for a five minute duration. We extinguish our fires with water and scatter the ashes in the forest when they have cooled.

Week six: let's put it all together! Children independently build and light their fires in pairs. When the fire is established, we spear marshmallows on sticks and toast them on the flames!


We use vegan marshmallows so that the activity is accessible to all of our children!

School Awards