Core subjects

We place great value on the core skills of reading, writing and maths - because we know these unlock learning in all areas, and are vital for being prepared for secondary school and beyond.

We’re a tiny school and we’ve got very high staff ratios – 1 adult to 4-6 children, compared to 1:30 in mainstream schools. English and maths are taught in small groups, where children can work at a level and pace appropriate to them. We use our own bespoke English curriculum that focuses on oracy, reading, and writing across a range of genres. We follow the National Curriculum for maths and use a scheme we’ve adapted to our setting called White Rose.

We start teaching children phonics in Reception, using an adapted version of a scheme called Little Wandle. However, given that in most other countries, formal teaching of reading and writing doesn’t start until the age of 6 or 7, we delay formal phonics teaching until children are ready. We spend at least the first term of Reception focussing on the foundational skills of sound discrimination, phonological awareness, blending and segmenting - better preparing children for reading and writing without pushing them too much at 4 years old.

Cross-curricular topics

Science, history, geography, DT, art, music and computing are learnt through our cross-curricular projects. We’ve created our own bespoke Wildwood curricula for each subject that reflect the skills we think children will need when they go out into the world, as well as our very specific context at Wildwood Nature School.

We want these topics to be as child-initiated as possible. So, at the end of each term, we ask children to choose a theme or question that they’re interested to explore in the next term. This involves a great deal of democracy and consensus-building among the children, so is an important activity in itself!

Teachers plan inspirational learning experiences and trips related to the theme; but they also carefully observe the children’s interests and respond accordingly with their planning. While it can be great to culminate a term’s learning into a beautiful piece of work - a piece of art or music, a film, a play, a written report, a speech, a presentation, a product (e.g. bird box or tree house), we always value the process of learning more.

We use high-quality fiction and non-fiction books linked to each topic, as well as all of the resources and materials we find in the woods. Teachers are on hand to guide and challenge the children as necessary to support and extend their learning. We invite our families in at the end of each term to celebrate the learning and work that the children have done.

Well-being

Our bespoke well-being curriculum (which incorporates and expands upon the traditional PSHE curriculum) will be shared during morning and closing circles every day through storytelling, drama activities, movement, role-play, yoga, dance, mindfulness, partner and group work, rhythm, music, singing and journaling, as well as a discrete lesson once a week while outdoors in nature.

The curriculum covers physical health, mental health, emotions, mindfulness, the brain and nervous system, relationships, conflict resolution, community-building, economic well-being and spirituality. Many of the well-being objectives also end up being woven into our cross-curricular topic work too.

Physical Education & Movement

P.E. is explicitly taught one afternoon a week following our bespoke curriculum. Children learn fundamental movement skills, specific skills (e.g. gymnastics, dance, athletics, yoga, swimming, ball skills - football, netball, cricket, rounders, dodgeball - as well as Forest School skills such as toolwork and climbing), social skills, creativity, personal best and theory. We encourage collaborative teamwork rather than competition, and the skilful use of strategy and creativity to excel within sports.

Because we know how important physical movement and embodiment is, rather than having restricted times of day when students are free to move, we have set up our school so that students always have the opportunity to be physically active. Much of the school day takes place outside where students can move, run, climb, roll, lift, swing and do whatever they need to feel good in their bodies. We know how important this is not only for their well-being but also for their ability to learn. Even when students are inside our school premises, the space has been designed to allow students to learn and move in ways that suit them - there are tables for sitting or standing at, various different seating areas, spaces to climb and hammocks to swing on.

Forest School & Outdoor Learning

We’ve dedicated about 50% of our week to Forest School and free play. The two go hand in hand, because much of what Forest School is about is free exploration of the woodland environment. There are certain skills to learn - such as making fires, using tools for woodcraft, putting up shelters, and learning about plants and trees – and to ensure coverage, we follow the WILD Passport curriculum. Most of our staff are qualified Forest School leaders and practitioners, so have a wealth of experience to share with our children. But children can choose when and whether they want to learn these skills, or to focus on free play.

So much learning takes place outside in the woods. Where possible, we try and integrate nature into our topic work so that there isn’t always a clear distinction between so-called ‘academic’ learning time and Forest School. And even with the more formal teaching of English and maths, we use the ethos of our school and the Forest School principles, as well as the natural resources of the woods, to make all the children’s learning experiences conducive to a holistic education.