Our approach is guided by the principles of Forest School and the philosophy of self-directed play. We recognise that every child is unique, and through the practice of playwork our team supports the development of cognitive abilities, problem-solving skills and a lifelong love of learning.

We work within the core principles of playwork, recognising play as a vital and meaningful part of a child’s development. Our facilitators observe, support and enrich the play environment while allowing children the freedom to explore naturally. Each child sets the pace and direction of their own play, encouraging independence, confidence and a sense of ownership over their learning and surroundings.

Self-directed play is a key part of our provision and may include:

• Symbolic play – woodland characters and storytelling
• Active play – chasing and capture games
• Socio-dramatic play – mud kitchen and role-based scenarios
• Social play – den building and wild camping
• Creative play – mud faces and leaf art
• Communication play – storytelling and shared ideas
• Dramatic play – performances in our woodland theatre
• Locomotor play – swinging and climbing trees 
• Deep play – fire lighting and tree identification
• Explorative play – bug hunting and woodland discovery 
• Fantasy play – rowing boat and raft adventures
• Imaginative play – creating woodland habitats and worlds
• Mastery play – fire craft, knife skills and knot tying
• Object play – water play and tree painting
• Role play – imaginative stick play and character games 🌿

 Research increasingly supports what Forest School practitioners have long observed – that time spent outdoors stimulates children and young people and, over time, helps develop self-belief, confidence, enthusiasm for learning, communication, problem-solving skills and emotional wellbeing.

Spending time in woodland and other natural environments also offers important physical and mental health benefits, including positive effects on cardiovascular and immune systems, as well as helping to reduce stress.

To help children feel ready and able to engage in learning, we prioritise building strong, trusting relationships with both the children and the families we support. By fostering an atmosphere of trust, respect and acceptance, we create a safe space where children feel comfortable expressing themselves and exploring their emotions without judgement.

Working closely with nature encourages the development of empathy, creativity, imagination and self-awareness. These experiences help nurture self-esteem and emotional intelligence, supporting children’s overall wellbeing and personal growth.

In our experience, most children and young people thrive at Forest School. This can be especially valuable for those who feel disengaged from traditional school environments. Children who find the classroom challenging often discover that Forest School suits them better, offering space to move, opportunities for hands-on learning, a low-demand environment and the freedom to follow their own interests and pace of learning. 🌿

  People think, move, process information and communicate in different ways depending on how their brains are wired. Neurodiversity is a term often used to describe these natural differences in thinking styles, including conditions such as dyslexia, dyspraxia (DCD), dyscalculia, autism and ADHD. More broadly, it recognises that some people experience and understand the world in ways that differ from the majority. These different ways of thinking bring valuable perspectives, and our communities benefit from diverse minds.

Increasing awareness begins with challenging stigma and misconceptions. Rather than focusing on perceived difficulties, it is important to recognise and value the strengths, abilities and potential that neurodivergent individuals bring. Open conversations about neurodiversity help it become part of everyday understanding and encourage more supportive and inclusive environments.

Celebrating neurodiversity means recognising the unique strengths, talents and perspectives that come from thinking differently. It encourages a shift in how neurodivergent people are understood and supported, highlighting the many positive contributions they make.

By embracing neurodiversity, organisations and communities can create more inclusive and equitable environments that value differences, support individual needs and empower everyone to thrive. 🌿

  At TWiG, we provide a bespoke educational experience shaped around the individual needs, interests and aspirations of each young person.

Our aim is to support renewed engagement in learning, while also acknowledging and addressing previous experiences that may have affected a learner’s ability to participate in education. Desired outcomes are identified by commissioning partners during the referral process, and these form the foundation for planning each young person’s provision.

Within our low-demand, nurturing environment, learners are supported to develop personally, socially and emotionally. Through positive relationships and supportive guidance, children and young people can strengthen their sense of self-worth, belonging and confidence, and begin to recognise their ability to succeed.

Over time, Forest School participants develop the skills needed to support their own wellbeing, resilience and sense of identity. These foundations become lifelong learning skills that also help underpin future academic development.

As confidence and independence grow, learners are better able to re-engage with learning and begin shaping their own educational journey for the future. 🌿