Our approach is formed by the principles of Forest School and the philosophy of self-directed play. We understand that every child is an individual, and through the art of playwork, our team develop a child's cognitive abilities, problem-solving skills, and a lifelong love for learning. 

We work to the core principles of playwork, recognising play as a valuable and essential aspect of a child's development. 

Our facilitators observe, facilitate and enhance the play environment without interfering with the children's natural exploration. Each child dictates the pace and direction of their play. This approach respects their autonomy and encourages a sense of ownership over their learning experiences and environment.

• Self-directed learning and Play forms a large part of our provision 
• Symbolic play through woodland characters
• Active play - chasing and capturing games
• Socio-dramatic play in the mud kitchen
• Social play - den building, wild camping
• Creative play - mud faces and leaf art
• Communication play - story telling
• Dramatic play - in our woodland theatre
• Locomotor play - swing and climbing trees
• Deep play - fire lighting, tree identification
• Explorative play - mud kitchen and bug hunting
• Fantasy play - rowing boat and raft
• Imaginative play - woodland habitat
• Mastery play- fires, knife work and knots
• Object play - water play and tree painting
• Role play - stick play

  Research now backs up what forest school practitioners have known all along – that children and young people are stimulated by the outdoors and typically experience, over time, an increase in their self belief, confidence, learning capacity, enthusiasm, communication and problem-solving skills and emotional well-being. 

 The physical and mental health benefits from exposure to woodlands and other natural environments include positive effects on cardiovascular and immune systems and reduced stress levels. 

In order to allow learners to feel ready and able to engage in learning, we build appropriate and trusting relationships with the families and children we support.​

Fostering an atmosphere of trust and acceptance, we create a safe space for children to express themselves authentically. This environment encourages open communication and the exploration of emotions without judgment.

  Working with nature helps develop empathy, creativity, imagination and self awareness. All these skills will work towards developing increased self esteem and emotional intelligence. 

​ In our experience nearly all children and young people love Forest School, this is particularly significant when working with young people who express negative emotions in relation to  school. Children who struggle with the classroom environment tend to find Forest School an easier  place to excel, as it provides more of what they require, for example plenty of space, opportunity for lots of movement, low demand, and opportunity lead their own learning. 

Depending on how our brains are wired we think, move, process information and communicate in different ways. Many people in our community use neurodiversity as an umbrella term used to describe alternative thinking styles such as Dyslexia, DCD (Dyspraxia), Dyscalculia, Autism and ADHD. But regardless of labels, neurodiversity is about recognising those who think differently. Our society can benefit from different thinkers!

How do you bring awareness to neurodiversity?

Break the stigma. When it comes to neurodiversity, it isn't what we can't do that matters but what we can do that should take precedence. You can help to break down the barriers by talking about neurodiversity to help it become part of everyday conversations.

Why is it important to celebrate Neurodiversity?

To celebrate neurodiversity, we also want to highlight what's positive about it! It is about thinking about things in a different way than the majority, than the cultural norm. It is about having unique strengths, talents and perspectives that come from thinking differently.

It aims to change how neurodivergent people are perceived and supported by giving organisations the opportunity to recognise the many talents and benefits of being neurodivergent, while also creating more inclusive and equitable cultures that celebrate differences and empower all individuals.

At TWiG we offer a bespoke educational experience based upon an individual young person’s needs and wishes. 

Our intent is ultimately to support engagement in learning, with a further commitment to address negative experiences that have impacted learner’s abilities to engage in their education. Specific desired outcomes are identified by commissioning parties during referral; these ‘desired outcomes’ form the basis of the provision planning to then offer provision.

Learners are able to access personal, social and emotional development opportunities whilst in a low demand and nurturing environment. Children can internalise the experience of positive relationships, affirming their sense of self, worth and belonging and can begin to believe they can achieve.

Forest Schoolers begin to develop the necessary skills to independently support their sense of self, worth and belonging. These skills become lifelong learning skills and contribute to developing the necessary skills to support academic learning.

Engagement in learning and increased independence allows Forest Schoolers to invest in their learning direction for the future.