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Published by Lewis Ames and Wem Southerden
Wem Southerden & Lewis Ames have run Forest School and training centre Children of the Forest since 2017. The Forest School Podcast was born when they wondered if their daily wafflechats and reflections about pedagogy, play and nature connection might be of interest to others. The podcast aims to inform and support educators, parents, outdoor and play practitioners and anyone interested in nature and the outdoors. Through book reviews – interviews with experts, practitioners and authors – sharing our experience as educators and business owners – deep dives on fascinating topics –
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Wem and I get into a concept neither of us had a name for until this week: inessential weirdness. It comes from a video by organisational psychologist Pippi Kessler, and once you've got the term you start seeing it everywhere. We open with my Ofsted saga (someone reported me to Ofsted over a cropped screenshot of me singing with a puppet, long story, I passed with zero concerns), then get into the real conversation. Pippi's video looks at activist groups and asks what actually alienates working class people from community spaces. The answer isn't posh venues or fancy food, it's things like unsalted vegan potluck dishes and unexplained rituals that have nothing to do with why people showed up. We spend the rest of the episode pulling that idea apart and applying it to forest school and CPD spaces. Where's the line between weird that's essential to what we do and weird that's just unexamined habit? We talk about whimsical go-arounds, breathwork, sit spots, hierarchy, virtue signalling, agency, and why "can you explain why we're doing this" is the best test for whether something belongs. We also get into the class dimension of all this, how much time, money and prior exposure it takes to feel comfortable with certain kinds of "weird," and why that matters if you actually want your sessions to be open to people outside your existing community. Not an argument against weirdness. We love weird. It's an argument for knowing why you're doing it. Watch the video that started this conversation: Pippi Kessler, "Inessential Weirdness" — https://www.instagram.com/p/DbWVC6rPBaL/ More on Pippi's work: https://www.pippikessler.org/
In this episode, Wem and I chatted about feedback from previous episodes, preparing for incoming winter seasons, and whether it's possible to 'procrastinate' at Forest School. www.patreon.com/theforestschoolpodcast to support us www.children-of-the-forest.com for CPD weekends and more!
This week Wem and I get into something that's been rumbling through forest school Facebook groups all summer: fires, heatwaves, drought, and where individual choice ends and collective responsibility begins. It started with a post about forest school leaders lighting fires during the current UK drought, and the pile of comments underneath it. Some people were arguing it's down to individual practitioners, their training and their risk benefit assessments. Others were pointing at local fire services actively fighting wildfires and asking whether "I've done my RBA" is really enough justification right now. We try to pull that apart properly rather than picking a side. Along the way we talk about the headline game, a tool I use for weighing up risky decisions, and how it applies just as well to cancelling a session as it does to lighting a fire. We get into whether forest school is a community or a collection of individuals doing their own thing, my ongoing argument against the mycelial network metaphor and my pitch for lichen instead, and where the line sits between influencing someone's practice and controlling it. We finish on training and accrediting bodies, what a climate-literate Forest School Leader Level 3 might actually need to cover, and how we might get better at critiquing each other's practice without it turning into a pile-on. Forest School Association, the UK's professional body for Forest School, which runs the Recognised Provider and Endorsed Trainer schemes we talk about: forestschoolassociation.org The Met Office Fire Severity Index, the tool fire services use to rate wildfire risk and which prompted our "what should Level 3 training actually cover" tangent: metoffice.gov.uk/services/government/environmental-hazard-resilience/fire-severity-index The Beaufort scale, referenced as the wind equivalent of the fire index conversation https://www.rmets.org/metmatters/beaufort-wind-scale Links and references mentioned
This week I'm joined by Ellie J, known online as Clown Daddy. I first came across her work online and knew straight away that forest school leaders and outdoor educators would get something out of hearing how she thinks about performance, status and play. Ellie trained as an actress at NYU before studying at the famous L'École Internationale de Théâtre Jacques Lecoq in Paris, sometimes called clown school even though it teaches far more than that. She now works as an actress, clown and puppeteer, blending all three into what she calls Clown Daddy, and her current show is a one woman version of Hamlet built entirely around the idea that the rest of the cast simply doesn't turn up. We talk about what happens when you take something as wordy and prescriptive as Shakespeare and hand it over to clowning instead. From there the conversation opens out into the stuff I really wanted to get into: status and hierarchy, the courage it takes to fail in front of a group, and why safety has to come before play, not the other way round. Ellie draws a brilliant distinction between offering someone a single kernel of popcorn and tipping the whole bucket over their head, and it maps almost exactly onto how I think about pushing kids gently rather than shocking them into growth. We also get into the darker side of performance training, the Philippe Gaulier school of "you are a piece of crap on my boot" teaching, and whether that culture still has a place anywhere. Ellie's answer is more generous than I expected. There's a good stretch on consent in performance, on reading a room without ever handing someone a form to fill in, and on why she doesn't record her workshops or shows. And we finish on nature, puppetry, and pine needle confetti, which I am now determined to actually make. Clown Daddy's website: clown-daddy.com Clown Daddy Presents (shows, workshops and coaching): clowndaddypresents.com Instagram: @clowndaddypresents L'École Internationale de Théâtre Jacques Lecoq, Paris (the "Lecoq school" Ellie trained at) Michael Chekhov, actor and teacher referenced for his work on embodiment and imagination Philippe Gaulier, the clowning teacher whose famously brutal teaching style we discuss Ellie J, also known as Clown Daddy, is an actress turned clown and puppeteer based in the Catskills. Trained at NYU Tisch and Lecoq in Paris, her work blends physical comedy, puppetry and vaudevillian slapstick with real emotional depth. Her current show, a solo take on Hamlet, has been touring venues in New York State. Links mentionedAbout Clown Daddy
This week, Wem and I chatted about Boundary setting and picked through Kami Orange's book of boundary scripts and frameworks!
What if the secret to better behaviour support in forest school isn't focusing on the child at all? Lewis and Wem are back for a wide-ranging, woodland-based chat that opens with lime plaster, kilts, and a mosaic pizza oven before diving into some genuinely rich territory: what does it actually mean to take an intraaction-based approach to behaviour? How do you move away from old-school "fix the child" thinking without sliding into permissiveness? And what can a day of interpretive dance, collective poetry, and drama research in Bristol teach us about forest school pedagogy? Plus: squirrels, rabbits round the fire pit, the Southwest FSA Gathering, tenon cutters, and Wem's mysterious single-name workshop listing at the national conference. Chapter Titles and Timestamps: 0:00 - Lime plaster, kilts, and a mosaic pizza oven 2:00 - Wearing messy, child-made things as a badge of honour 4:29 - Following up on Dr Wendy Russell: intraaction and behaviour support 6:54 - Old-school behaviour management vs. shifting what you can actually control 8:50 - The soup of a person: inner worlds, neuroplasticity, and fixed mindset language 14:20 - Persistent offering and not closing doors too early 17:53 - Is intraaction-based behaviour support just permissive? 20:02 - The communal cooking example: setting people up to succeed 22:27 - How loudly does John's sadness exist? On heterarchy and roles 26:07 - The Tangled Roots of Creative Research and Social Justice, Bristol 33:42 - The Conference of Trees and the value of cross-disciplinary spaces 35:49 - Space-setting intentions vs. ground rules: lessons from a research day 40:12 - The Southwest FSA Gathering at Hateford Woods 41:10 - Tenon cutters, turmeric dyeing, and beatboxing 44:29 - National conference plans, and Wem's workshop: Looking at Play Playfully 46:45 - Beech overhang, approaching rain, and goodbye Supportive Elements: Listen back to the episode with Dr Wendy Russell on play, posthumanism, and spatial justice for children, which this conversation directly follows on from. We also reference our previous episode on Nonviolent Communication. Find everything at www.children-of-the-forest.com . Support the show from around £2/month at www.patreon.com/theforestschoolpodcast , and leave us a voice message via the SpeakPipe link on the website.
This one is special. Wem and I got to sit down with Dr Wendy Russell, independent play researcher, senior research fellow at the University of Gloucestershire, and 50 years into a career that started on an adventure playground apprenticeship in the 1970s. I came away from this conversation needing to go for a long walk and think about everything. The first half covers Wendy's work on spatial justice for children, the politics of public space, and what it would actually mean to have a statutory play sufficiency duty in England. We talk about what play sufficiency means in practice, why Wales has led the way, and why politicians keep defaulting to playgrounds when the picture is so much bigger than that. The second half goes deeper, into the relational capability approach to playing and being well that Wendy has developed with Mike Barkley and Ben Tawil of Ludicology. Drawing on Henri Lefebvre's production of space, Karen Barad's concept of intra-action, and the relational turn across academic disciplines, Wendy patiently walked Wem and me through a genuinely paradigm-shifting way of thinking about children, play, agency and wellbeing. By the end, the playwork principles themselves come under scrutiny. The idea of play as "freely chosen and personally directed" gets unpicked in a way that I'm still sitting with. Strap in. Press rewind as many times as you need. See you on the other side. In this episode How Wendy moved from adventure playground apprentice to academic researcher across 50 years in play and playwork The politics of space and what spatial justice for children actually means Why falling road casualty statistics for children hide a much more troubling story Play sufficiency as a principle, what it is, what Wales has done with it, and why England feels like it's at a genuine policy moment right now The tension between play's intrinsic value and what funders and politicians actually want to measure Why post-occupancy evaluation of housing developments almost never happens, and what Diana Bournat's research tells us when it does How repositioning a ball games area changes the way girls move across an entire space The relational capability approach to playing and being well, resources, opportunities, and the conditions that allow children to play The relational turn across academic disciplines and what it means to move away from the individual, atomised child Karen Barad's concept of intra-action and why "interaction" doesn't quite capture it What all of this means for forest school practice, the wind, the branch, the ants, and us Following an object across a play session as a practitioner reflective tool (I am absolutely trying this) Why "freely chosen and personally directed" is a useful definition and also, it turns out, a deeply adult-centric one Links and resources Wendy Russell's publications, University of Gloucestershire research repository (search "Wendy Russell Gloucestershire") or via her LinkedIn profile [add link] Playing and Being Well, the Play Wales commissioned research review: playwales.org.uk Play Wales: playwales.org.uk Play England: playengland.org.uk Ludicology, Mike Barkley and Ben Tawil: ludicology.com UNCRC General Comment 17 on Article 31, children's right to play Henri Lefebvre, The Production of Space Karen Barad, concept of intra-action Tim Gill, children's independent mobility and road space design: timgill.net Coming up at Children of the Forest Pedagogy Immersion Weekend, 15 and 16 August 2026, Devon. If you're already qualified and you want to have the kind of conversation we've just had, this is the place. Tickets and nearby accommodation listings at children-of-the-forest.com Level 3 Forest School Leader Training, Sunday cohort and intensive holiday block formats. Details and booking on the website. Send us a voice note Got thoughts on this episode? There's a button on the website where you can record us a voice note directly from your phone. We genuinely love getting them.
In this podcast, Nik Elvy, an artist, outdoor educator, and researcher, shares insights on neo-enclosure, folk traditions, and the impact of history on contemporary society. We explored themes of land access, cultural heritage, and social justice, offering a deep dive into how history and folklore shape our present and future. Chapters 00:00 Introduction and Personal Anecdotes 01:18 Nick Elvie's Background and Recent Work 03:01 Understanding Neo-Enclosure: Definitions and Examples 04:59 Green Spaces, Parking, and Neo-Enclosure 06:48 Community Spaces and Exclusion 09:01 Meeting with the Secretary of State on Poverty 11:55 Poverty, Epigenetics, and Family History 15:56 Historical Land Rights and Enclosure Movements 20:02 Folklore, Folk Practices, and Cultural Heritage 29:54 The Folk Renaissance and Cultural Appropriation 39:57 Community Engagement and Folk Traditions 50:05 Contemporary Challenges: Gentrification and Cultural Loss 57:58 The Role of Outdoor Education and Land Access 01:00:00 Closing Remarks and Resources Folklorican on Substack - https://folklorican.substack.com/ Folkloric on Instagram - https://www.instagram.com/folkloric
Unlocking the Secrets of Soil: An Interview with Ellen Fay from the Sustainable Soils Alliance Discover the fascinating world beneath our feet with Ellen Fay, a passionate advocate for soil health and biodiversity. In this episode, we delve into what soil really is, why it's vital for our planet, and how we can all contribute to its preservation. Main Topics: The fundamental composition and diversity of soil across different landscapes The significance of soil as a living ecosystem and its role in climate change mitigation Threats to soil health including erosion, contamination, compaction, and land use Practical ways for schools and individuals to support soil conservation The importance of policy and research gaps in soil protection efforts Key Insights: Soil is a complex living ecosystem made up of minerals, organic matter, water, air, and a vast diversity of microorganisms and fauna. There are over 750 recognized soil types in the UK, each requiring specific management practices. Soil degradation poses significant threats to biodiversity, water management, and climate regulation. Protecting leaf litter, avoiding soil compaction, and understanding local soil types are critical practices for environmental stewardship. National soil monitoring and policies need nurturing to safeguard soil for future generations. Small everyday actions, such as avoiding peat and engaging kids in soil exploration, can make a substantial impact. Timestamps: 00:44 - Introduction to Ellen Fay and her journey into soil advocacy 01:33 - The importance of soil knowledge and the role of the Sustainable Soils Alliance 05:23 - Simplified explanation of what soil is and its components 09:36 - Diversity of soil types across the UK and their formation 12:53 - How ancient woodland soils differ and why they are slow to recover 15:00 - The debate over leaf litter and soil layers in forests 17:31 - The vulnerability of soils and threats from land use and construction 21:15 - The impact of soil compaction and how to remediate it 24:52 - The ecosystem functions of soil and its importance for water and carbon storage 29:52 - Current national initiatives and policies for soil protection 32:18 - Practical actions individuals and schools can take to promote soil health 40:45 - The potential impacts of using woodchip on pathways and soil protection 42:48 - Final advice on making informed decisions to safeguard soil Resources & Links: Sustainable Soils Alliance UK Soil Map & Data Book: "Teaming with Microbes" by Jeff Lowenfels Research on Soil Biodiversity Understanding Soil Erosion and Conservation Connect with Ellen Fay: LinkedIn Twitter Website Additional notes: Ellen emphasises the crucial role of education, policy reform, and everyday actions in preserving soil. Engaging children in soil ecology — through activities like wormeries and plant growth experiments — fosters early appreciation and stewardship of this vital resource.
We recorded this one outside in the sunshine, which felt almost unreasonably good. Wem and I had a lot to catch up on and approximately no plan for how to do it. This is what came out.Wem started with a holiday debrief from the Picos de Europa in northern Spain. A campervan, the mountains, storks nesting on telegraph poles, vultures, a scops owl that everyone else in the vicinity mistook for a car alarm, and a brief but passionate argument for why campervans are the best possible holiday format for families who find transitions hard. There is also a detour into the biggest swing in Spain and a childhood memory of Wem's involving shoes, fences, and wet morning grass that I will not spoil.Then I had some news to share. The woodland is growing. I have agreed a price on a flat, bluebell-filled acre right next to the existing site, which takes Children of the Forest from three acres of north-west-facing hill to over four acres, with open canopy, big old oaks, and a completely different feel to everything I have worked in for the last decade. Ten years to the month, as it happens. We talk about what that kind of change feels like when you have been going through a flat patch, and why Looby McNamara's Cultural Emergence design web has come back off the shelf to help me think through what comes next.Wem also gives a PhD update. Coming to the end of year one, with a redrafted research proposal about play at forest school in progress. We have a really honest conversation about what it feels like to step back into being a beginner when you have spent years being experienced in your field, about research ethics and children, who actually benefits from data, and what genuinely participatory research can look like when children are co-creators rather than subjects.And then we both get a bit ranty, in the best way, about AI-generated event posters, what folk art actually is, the difference between collecting skills and collecting outputs, and why a badly made Word document flyer tells you more about an event and the person running it than any AI image ever will. The Lost Folk gets a mention. So does an accordion Wem has apparently acquired. There is also a wren on a stump that derails everything completely for about two minutes and I have no regrets about that.References from this episode: Cultural Emergence by Looby McNamara, The Lost Folk, and the Bulworthy Project rewilding estate, where white storks are now nesting in the UK.
This episode explores the realities of forest school leadership, challenging idealized expectations with authentic experiences. Hosts Wem and Lewis share insights on community building, industry myths, and the importance of authenticity in outdoor education. keywords forest school, outdoor education, community building, training realities, outdoor leadership, nature-based learning key topics Myths vs. reality of forest school training Community building and relationship management Flexibility and adaptability in outdoor education Chapters 00:00 The Long-Tailed Tit's Nest Discovery 05:28 Springtime Adventures and Nature's Bounty 06:34 The Reality of Forest School Training 11:45 Expectations vs. Reality in Outdoor Education 19:48 The Challenges of Flexibility in Outdoor Settings 25:57 Nature Bypassing and the Business of Outdoor Education 31:58 Navigating the Business Side of Forest School 34:24 Navigating Code Switching in Education 37:25 The Journey of Continuous Learning 40:35 Community Holding Beyond the Classroom 45:23 Creating a Homely Outdoor Environment 50:24 The Punk Spirit of Forest School 57:18 The Future of Community-Funded Education 59:22 Pod Fart.mp4 resources Forest School Association - https://forestschoolassociation.org/ Nests by Susan Ogilvie - https://www.amazon.co.uk/Nests-Susan-Ogilvie/dp/XXXXXX Ofsted - https://www.gov.uk/government/organisations/ofsted
This episode explores the fascinating world of loose parts in outdoor play, focusing on natural resources like trees, seeds, and bark. Discover criteria for selecting the best loose parts, the importance of seasonality, and creative ideas for outdoor activities. loose parts, outdoor play, natural resources, forest school, foraging, play ideas, nature-based learning key topics Criteria for selecting loose parts Seasonality and availability of resources Creative uses of natural materials in play Guide to Loose Parts in Outdoor Play How to Choose the Best Natural Loose Parts for Play Chapters 00:00 Echidna's Unique Anatomy 03:36 Exploring Loose Parts Play 06:35 Criteria for Loose Parts 09:32 The Role of Volume and Rarity 12:41 Malleability and Versatility in Loose Parts 15:35 Sensory Experiences with Loose Parts 18:36 Accessibility and Processing of Loose Parts 21:33 The Value of Foraging for Loose Parts 25:00 The Value of Foraging in Outdoor Play 27:38 Functions of Loose Parts in Play 30:17 Exploring the Best Loose Parts for Play 33:13 The Debate on Non-Native Loose Parts 37:14 The Role of Bark and Heavy Loose Parts 40:37 Choosing the Right Materials for Den Building 42:34 Dreaming Up the Perfect Mud Kitchen 48:27 The Ecological Impact of Using Loose Parts 51:41 Pod Sheep.mp4 resources No Such Thing As A Fish Podcast - https://www.nosuchthingasafish.com/ Scientists unravel the mystery of echidna's bizarre four-headed penis - https://www.nature.com/articles/d41586-023-00145-4 Forest School Resources - https://www.forestschool.co.uk/ Gum Trees and Bark Resources - https://www.britannica.com/plant/gum-tree Conker Game and History - https://en.wikipedia.org/wiki/Conkers
Keywords weather, play, philosophy, achievement, agency, creativity, metrics, education, value capture, qualitative assessment Summary In this conversation, Lewis and Wem explore various themes surrounding play, philosophy, and the impact of metrics on society. They discuss the importance of play in fostering creativity and social connections, the differences between striving and achievement players, and the role of constraints in enhancing creativity. The conversation also delves into the concept of value capture, the influence of technology on perception, and the need for qualitative assessments in education. They conclude by reflecting on the importance of process over product and the future of education in relation to play. Takeaways Mud everywhere! The weather can be deceiving. Books can deeply engage us. Play has philosophical implications. Striving players focus on the process. Constraints can enhance creativity. Value capture influences our perceptions. Metrics can simplify complex ideas. Education often prioritizes quantifiable data. The process of play is more important than the outcome. Titles Exploring the Mud: Weather and Play The Philosophy of Play and Learning sound bites "There's mud everywhere!" "This book is amazing!" "The process is beautiful!" Chapters 00:00 The Muddy Reality of Weather 08:16 Exploring the Depths of Play and Philosophy 11:08 Understanding Player Mindsets: Achievement vs. Striving 14:22 Facilitating Play: Agency and Autonomy in Games 17:24 The Role of Games in Social Dynamics 20:15 Process Beauty in Games: The Art of Overcoming Obstacles 23:06 The Purpose vs. Goal in Play: Social Connection Over Competition 37:08 The Sensual Act of Information Management 40:21 Nature Connection and Purpose 43:35 Metrics, Value Capture, and Scoring Systems 50:16 The Influence of Technology on Perception 56:47 The Four Horsemen of Value Capture 01:05:55 The Balance of Quantitative and Qualitative Metrics 01:10:41 Exploring Pedagogies and Their Metrics
Keywords tree planting, community engagement, climate action, Avon Needs Trees, sustainable practices, tree care, volunteerism, Echo Wood, environmental awareness, biodiversity Summary In this engaging conversation, Wem speaks with Susan Barker from Avon Needs Trees about the importance of community tree planting and care. Susan shares her journey from academia to horticulture, highlighting the mission of Avon Needs Trees in combating climate change through woodland creation. They discuss the significance of community involvement, sustainable practices in tree care, and the emotional aspects of confronting climate change. The conversation also touches on the innovative Echo Wood project, which aims to create a living artwork through tree planting, and the importance of fostering connections with nature. Takeaways Susan Barker transitioned from academia to horticulture due to stress and a desire to work with nature. Avon Needs Trees focuses on creating permanent woodlands to combat climate change and biodiversity loss. Community engagement is crucial for the success of tree planting initiatives. Sustainable tree care practices are essential for the long-term health of planted trees. Volunteers play a significant role in tree planting and care, fostering a sense of ownership. Echo Wood is a living artwork project that involves planting 365 trees in a circular design. Emotional well-being is supported through active participation in environmental initiatives. The organization emphasizes the importance of local actions in response to global climate issues. Conversations about climate change should balance despair with hope and actionable steps. The survival rate of trees planted by Avon Needs Trees is impressively high, averaging around 93%. Sound bites "The tree care is so meditative." "We want to have those conversations." "It's the little things that citizens do that matter." Chapters 00:00 Introduction to Avon Needs Trees and Susan Barker 07:39 Susan's Journey from Academia to Horticulture 12:46 The Birth of Avon Needs Trees 18:49 Land Acquisition and Community Engagement 25:09 Tree Planting and Care Practices 29:43 The Challenges of Tree Planting 30:50 Creating a Community Woodland 32:27 Survival Rates and Long-Term Care 34:50 Engaging the Community 41:44 Introducing Echo Wood 49:22 Confronting Climate Change Emotionally 01:00:21 Pod Cat.mp4
In this episode, Wem and Lewis explore the philosophical and societal implications of play, discussing how it shapes childhood development and adult behavior. They delve into the idea that play is not merely a preparation for adulthood but a vital part of life itself, influencing social interactions and personal growth. The conversation also touches on the impact of adult perceptions on children's play and the broader cultural narratives surrounding play. Keywords play, childhood development, adult behavior, social interactions, personal growth, societal perceptions, cultural narratives, essential play, children, adults Takeaways Play is a vital part of life, not just preparation for adulthood. Adult perceptions can influence children's play experiences. Play shapes social interactions and personal growth. Cultural narratives impact how play is valued. Philosophical discussions on the essence of play are explored. Play is essential for both children and adults. The role of play in childhood development is multifaceted. Play can reflect societal issues and biases. Understanding play requires a holistic view of its impact. Play is a fundamental aspect of human experience.
Summary From Westonbirt inspirations to field guides and plant-hunter epics, Lewis and Gemma pull 13 tree books and ask how reading changes woodland practice. Hear about ships with greenhouses, coppice cycles, charcoal burning, fungal networks, minimalist nursery design, mapping with old OS layers and LiDAR, plus a practitioner’s starter stack for ID and ethnobotany. Sponsors TENTSILE Save 10% on tree tents and hammocks with code ForestChildren10 at checkout. Ideal for leaders who want flexible base-camp shelter without ground impact. Chris Holland Explore Chris’s 54-page Plant of the Week guide with songs, stories and QR videos. Use our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast Key takeaways Books are tools. Ideas on the page translate into better planning, richer invitations to play and clearer woodland decisions. History explains today’s woods. War, trade and enclosure shaped plantations and access. When the landscape is the resource you can need fewer add-ons. Mycorrhizal science challenges the clean slate approach to plantations. Diversity can feed young trees. A balanced shelf helps practitioners. Mix narrative inspiration, technical ID, land-use history and local mapping. Chapters 00:00 Audio or video and how to follow along 02:10 Westonbirt, tree hunters and why one book leads to three more 06:40 Plant collectors, ships with greenhouses and species introductions 11:20 Remarkable trees and the Douglas fir story 15:20 Finding the Mother Tree and what fungal networks show us 20:10 Managing woods for play, coppice cycles and charcoal 25:40 Enclosure, disafforestation and the Western Rising rabbit hole 30:40 Rackham, old OS maps and first steps with LiDAR 35:30 Practitioner stack for sessions and ethnobotany 40:50 Photos or illustrations for ID, trends in tree writing, the squirrel book wish Books and resources mentioned Thomas Pakenham — The Tree Hunters; Meetings with Remarkable Trees John Evelyn — Sylva, or a Discourse of Forest Trees Suzanne Simard — Finding the Mother Tree Peter Wohlleben — The Hidden Life of Trees Richard Powers — The Overstory Oliver Rackham — Trees and Woodland in the British Landscape; The History of the Countryside Tristan Gooley — How to Read a Tree Ray Mears — British Woodland: How to Explore the Secret World of Our Forests Roger Phillips — UK wild plants and fungi photographic guides Chris Holland — Plant of the Week collection Handy tools referenced Old OS map viewer for historical layers LiDAR overlays for spotting ridge and furrow, pits and platforms Listen now 🎧 Catch the full episode: Spotify: https://shorturl.at/4WdyI YouTube: https://shorturl.at/3qOUs Apple: https://shorturl.at/FxfMF RSS: https://shorturl.at/A0kx9 Stay in touch Questions, feedback or collaboration: admin@theforestschoolpodcast.com Say hello on Instagram and Facebook. Tell us your favourite tree book or share a shelf photo and tag the show so we can reshare. Support More episodes and resources: theforestschoolpodcast.com Back the show from £2 a month: patreon.com/theforestschoolpodcast Hashtags #ForestSchool #OutdoorEducation #NaturePlay #ReflectivePractice #TreeBooks
In this punchy, practice-rich episode of The Forest School Podcast, Lewis and Wem unpack The Land — a 2016 documentary about an adventure playground in Wrexham — as screened via the Boston Children’s Museum panel. They dig into filming that sits inside the play, what “looks like a dump” can signal to children, and how adventure playground philosophy intersects with Forest School when you factor in nature’s needs, community, and inclusion. From risk versus hazard to loose parts in public parks, it is a tour through culture, pedagogy, and what real autonomy feels like. 🌟 Sponsors and supporter shout-outs We are supported by TENTSILE. Forest School leaders and listeners get 10% off with code ForestChildren10 at checkout. We are also supported by Chris Holland. Grab his 54-page plant guide and more with our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast Patrons keep this going from just £2 per month. Thank you for keeping the lights on and the microphones warm. ⏱ Chapter Timings 00:00 Film on The Land and why it matters 01:22 Naturalistic camera work and playworker voice 03:20 UK playwork culture compared with the US context 05:44 Feelings when play looks messy, what the environment signals 08:19 Forest School versus adventure playgrounds, whose needs are held 10:40 Risk and hazard, modelling assessment in the open 12:59 Loose parts in public parks, barriers and “reset-able” spaces 15:23 Community care, freedom with a nominated adult, less panopticon 17:03 When children ignore the plan, ego checks for facilitators 18:35 What we will read next, The Anxious Generation 🌲 Keywords adventure playgrounds, The Land documentary, playwork, Forest School practice, risk versus hazard, loose parts, inclusion, community play culture, environmental signalling, Boston Children’s Museum panel 🔖 Hashtags #ForestSchool #Playwork #OutdoorEducation #LooseParts #ReflectivePractice 🎧 Catch the full episode: Spotify: https://shorturl.at/4WdyI YouTube: https://shorturl.at/3qOUs Apple: https://shorturl.at/FxfMF RSS: https://shorturl.at/A0kx9 🌐 More Episodes and Support Listen to more and access resources at www.theforestschoolpodcast.com Support the show and join our community at www.patreon.com/theforestschoolpodcast For questions, feedback, or collaboration: admin@theforestschoolpodcast.com
In this lively, idea-packed episode of The Forest School Podcast, Lewis and Wem chat with Dr Shelley Newstead about the roots and reality of playwork. Shelley traces adventure playgrounds from Sorensen in Denmark to Lady Allen in post-war Britain, then explains her PARS playwork model that helps adults articulate what they are doing and why. Expect thoughtful links to Forest School practice, clear language for talking to schools and parents, and practical insight on when to step in and when to stand back. They also tackle funding priorities, teens and play, and how to keep practice reflexive rather than nostalgic. Sponsors TENTSILE — Tree tents for educators and explorers. Listeners get 10% off with code ForestChildren10. Chris Holland — Nature connection resources including his 54-page plant guide. Use our affiliate link: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast ⏱ Chapter Timings 00:00 – Cold open and the promise to keep it normal 01:06 – Meet Dr Shelley Newstead and what playwork is really about 03:18 – From practitioner to PhD and why articulation matters 07:15 – A playwork perspective explained 11:44 – Sorensen, Lady Allen, and the rise of adventure playgrounds 18:26 – Grassroots growth and reinventing the wheel 24:19 – The PARS model for articulating, developing, and evaluating practice 32:37 – PARS hats for parents and practitioners 44:17 – Forest School and playwork, overlap and differences 51:41 – Funding fixed parks versus community play and provision for teens 🌲 Keywords Playwork history, adventure playgrounds, Sorensen, Lady Allen, PARS model, reflexive practice, articulation of practice, Forest School and playwork, teen play, community provision 🔖 Hashtags #ForestSchool #Playwork #OutdoorEducation #ReflectivePractice #ChildLedLearning 🎧 Catch the full episode: Spotify: https://shorturl.at/4WdyI YouTube: https://shorturl.at/3qOUs Apple: https://shorturl.at/FxfMF RSS: https://shorturl.at/A0kx9 🌐 More Episodes & Support Listen to more and access resources at www.theforestschoolpodcast.com Support the show and join our community at www.patreon.com/theforestschoolpodcast For questions, feedback, or collaboration: admin@theforestschoolpodcast.com
In this lively Ludo Botany special, we explore tree climbing as play, practice, and design. Lewis brings fresh research on branch collars, spacing, and load strength while Gemma brings lived experience on how different trees invite different kinds of movement. From laurel and rhododendron “nest” trees to coppice stools and swooping live-oak ramps, they unpack species, shapes, and access. The chat ranges across myths and heuristics, defender branches, orthotropic versus horizontal shoots, group dynamics in shared trees, how adult presence changes the climb, and why our bodies feel different in trees compared with ladders. It wraps with a community callout for your best natural loose parts for the next Ludo Botany episode. 🌳 ⏱ Chapter Timings 00:44 – New cold open, studio fidgets, and scene-setting 02:30 – Ludo Botany focus: tree climbing, research versus lived experience 06:16 – Myths to mechanics: collar development, spacing, and those wrist-width rules 12:34 – Trees on slopes, branch distribution, and what that means for access 15:09 – Defender branches, orthotropic versus horizontal shoots, and bark wear 20:19 – “Nest” trees and fallen logs: comfort, horizontality, and play worlds 23:14 – Species and cultivation: coppice, mini-pollards, and live-oak style ramps 33:25 – Adult gaze, crowding, etiquette, and height as status in shared trees 37:30 – Bodies and brains: startle reflex, evolution, and why trees beat ladders 54:31 – Next up: loose parts callout and how to send in voice notes 🌲 Keywords: Ludo Botany, tree climbing, branch collar strength, defender branches, orthotropic shoots, coppice and pollard, live oaks, laurel and rhododendron nests, group dynamics, inclusive play design 🎧 Catch the full episode: Spotify: https://shorturl.at/4WdyI YouTube: https://shorturl.at/3qOUs Apple: https://shorturl.at/FxfMF RSS: https://shorturl.at/A0kx9 🔖 Hashtags: #ForestSchool #OutdoorEducation #NaturePlay #TreeClimbing #LudoBotany 🌐 More Episodes & Support: Listen to more and access resources at www.theforestschoolpodcast.com Support the show and join our community at www.patreon.com/theforestschoolpodcast For questions, feedback, or collaboration: admin@theforestschoolpodcast.com
In this lively, reflective episode of The Forest School Podcast, Lewis, Wem, and guest Lily pick apart the famous “three look afters” and ask a bigger question: who’s allowed to fail at Forest School, and how do we help people fail well? From cartilage kneecaps and Mr Potato Head jokes to space holding, autonomy versus community, and that dreaded “shit spoon” moment, they explore boundaries, blame versus shame, and how to create conditions where struggle leads to learning rather than humiliation. Expect practical facilitation nuance, philosophical detours, and a few perfect tangents about tracksuits. ⏱ Chapter Timings 00:00 – Cold open: kneecaps, bandagraphs, and Mr Potato Heads 03:14 – Axing the “three look afters”: demands, agency, and who can fail 06:06 – Flattened hierarchies or hidden authority: responsibility in practice 10:38 – Boundaries, safety, and culture shift for new groups 14:49 – Space holding, low-demand setups, and modelling altruism 21:27 – Failing well: conditions for struggle without humiliation 25:22 – Nunchi: reading the room and tailoring support 28:56 – Relational failure, shame versus guilt, and belonging 49:22 – Process over product: the “shit spoon” and reframing success 1:05:00 – Lily’s trainings, FSA roadshows, and resources 🌲 Keywords Forest School agreements, failing well, autonomy vs community, space holding, shame vs blame, boundaries and safety, facilitator judgement, process over product, reflective practice, learner agency 🔖 Hashtags #ForestSchool #OutdoorEducation #ReflectivePractice #CommunityLearning #NaturePlay 🎧 Catch the full episode: Spotify: https://shorturl.at/4WdyI YouTube: https://shorturl.at/3qOUs Apple: https://shorturl.at/FxfMF RSS: https://shorturl.at/A0kx9 🌐 More Episodes & Support Listen to more and access resources at www.theforestschoolpodcast.com Support the show and join our community at www.patreon.com/theforestschoolpodcast For questions, feedback, or collaboration: admin@theforestschoolpodcast.com Mentioned in this episode: Animated “What is failure?” video discussed: https://www.facebook.com/share/v/1CVvtkueZU/?mibextid=wwXIfr
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Observed August 20, 2026. Cached outside the daily freshness window; the positions keep the date they were taken on.
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