Entry Policy

Well-Being Forest School Entry Policy

1. Introduction

At the Well-Being Forest School, we are dedicated to providing a nurturing, therapeutic, and developmentally supportive outdoor learning environment where every child can explore, grow, and thrive at their own pace. Our sessions are specially designed to support children’s well-being, emotional regulation, behaviour, communication, and social development through nature connection and holistic practice.

We recognise that each child arrives with their own background, strengths, and challenges, whether they are neurotypical or neurodivergent. Our approach is to meet every child exactly where they are, offering a calm, responsive, and grounded environment that supports emotional safety, trust, and connection.

Our sessions foster:

Emotional resilience and self-regulation
Positive behaviour patterns grounded in safety and trust
Communication and social interaction skills
Confidence, independence, and healthy risk-taking
Peer relationships and cooperative play
Respect for others, themselves, and the natural world

Children learn best when they feel safe, seen, understood, and supported. Our programme focuses on long-term development rather than short-term behavioural change. With patience, consistency, and strong partnership with families, we help children build confidence, stability, and meaningful lifelong skills.

2. Inclusivity and Suitability

We are committed to creating an inclusive, welcoming space where every child is valued. The Well-Being Forest School recognises and embraces diversity across developmental, cultural, emotional, and behavioural profiles.

We welcome children who are:

Neurotypical or neurodivergent (e.g., ASD, ADHD, sensory processing differences, learning differences)
In need of support with emotional regulation, social skills, or behaviour
Experiencing anxiety, low confidence, or difficulties in group settings
Benefiting from alternative, nature-based, or therapeutic approaches
From varied family, cultural, and linguistic backgrounds

Individual Needs and Support Levels

To ensure we can provide appropriate and safe support, we consider:

Emotional and behavioural needs
Sensory processing profiles
Social communication styles
Safety awareness in an outdoor setting
Levels of required adult support
Any special educational considerations

We aim, wherever possible, to make reasonable adjustments that support inclusion and success.

Group Compatibility and Dynamics

For the well-being and safety of all children, group composition is carefully considered. Each child’s suitability is reviewed to ensure they can:

Participate safely in outdoor activities
Benefit from the group environment
Engage with peers and staff
Maintain emotional regulation with support
Integrate into the group dynamic

Balanced groups allow children to develop social skills and feel secure.

Safeguarding and Emotional Well-Being

We prioritise safeguarding, emotional well-being, and safe practice. Suitability decisions consider:

Whether the child will be safe in a natural, outdoor environment
Whether additional support (e.g., 1:1) is required
The well-being of all children in the group
The ability of our setting to appropriately meet the child’s needs

If a different environment or specialist support would better serve a child, we will communicate this openly and with care.

Equality and Anti-Discrimination

Our practice is guided by principles of equality, respect, and fairness. We celebrate individual strengths and identities, working to remove barriers wherever possible. Inclusion is not only about access—it is about ensuring every child feels included.

3. Entry Process

Step 1: Initial Enquiry

Families may contact us via email, phone, or online form to begin the process.

Step 2: Consultation Call

A scheduled phone call with the Director / Advanced Forest School Practitioner will:

Explore the child’s background, needs, strengths, and challenges
Discuss family expectations and goals
Determine potential session placement
Introduce our approach, structure, and ethos

Step 3: Trial Assessment Session

The child attends a trial session, during which we observe:

Engagement and emotional regulation
Safety awareness and sensory needs
Interaction with the natural environment
Social behaviour and peer interaction
Support requirements
Suitability for the existing group

Step 4: Acceptance Decision

After the trial, we will inform families whether:

The child has been accepted
Additional support or adjustments are recommended
A different group or setting may be more suitable

If accepted, we will outline the child’s session schedule, support strategies, and any settling-in plan.

4. Developmental Timeframe

The Well-Being Forest School supports long-term developmental growth, not instant behavioural change.

For meaningful progress, we require a minimum commitment of 3–6 months. This allows us to:

Build trust and emotional safety
Establish consistency and routine
Support behavioural and social development
Foster secure relationships
Work collaboratively with families

Consistent attendance and parental involvement significantly enhance children’s outcomes.

5. Session Structure and Approach

Our sessions are:

Semi-structured, allowing flexibility based on the group’s needs
Holistic, focusing on emotional, social, physical, and behavioural well-being
Child-led, respecting each child’s pace
Nature-based, encouraging exploration, creativity, and sensory regulation
Relationship-centred, prioritising trust and emotional safety

Activities evolve according to group dynamics, well-being needs, and seasonal changes. We create an environment where children can express themselves, take healthy risks, develop resilience, and feel deeply connected to the natural world.

6. Parent Partnership

We work closely with families, maintaining strong communication so that progress is supported both at Forest School and at home. Families are expected to:

Share relevant background information
Notify us of significant changes in behaviour or needs
Reinforce strategies discussed with us
Attend review conversations as needed

Working together strengthens the child’s development and continuity.

7. Safety and Well-Being

Safety is our top priority. We reserve the right to pause or discontinue a child’s placement if:

Their needs exceed what we can safely support
Their behaviour presents ongoing risk
The environment becomes unsuitable for their well-being
The group dynamic is significantly affected

Any such decisions are handled sensitively, with guidance offered for next steps where possible.

8. Review and Ongoing Assessment

We continually observe and review each child’s progress. Adjustments to support or group placement may be made if needed. Families will be informed of any relevant observations or recommendations.