At Fountain Head House School, outdoor learning plays an important role in pupil development. We had a chance to speak to Amanda, the Beyond the Classroom instructor, to learn more about her teaching approach, and how nature helps pupils with SEND build independence along with life skills. With her experience in outdoor education, Amanda creates meaningful learning opportunities that connect children with their surroundings.
- Amanda, what inspired you to bring these creative activities outside the classroom at Fountain Head House School?
- I’ve done a lot of forest school work and have experience working in schools, youth clubs, and with younger children in nurseries. I’ve also worked with children in woodlands, particularly those not attending school. These children had a range of different needs - social, emotional, and mental health issues - and faced many barriers to learning. My work with them was often therapeutic in nature. That’s how I became passionate about bringing creative activities outside the traditional classroom setting.
- Would you agree that being in nature helps with pupils’ development and wellbeing?
Absolutely. Being in nature offers a unique healing quality, allowing children to connect with their surroundings and experience a sense of freedom they may not have indoors. This open environment not only encourages exploration but also contributes positively to their overall well-being.
- What life skills do you think the children are gaining from their outdoor creative experiences during your sessions?
- Through their outdoor creative experiences, the children are gaining valuable life skills such as teamwork, collaboration, and problem-solving. They are developing cognitive thinking skills and learning to connect with nature. Additionally, they're improving their prosocial abilities, like sharing, taking turns, and interacting with others, as well as learning about the use of tools.
- What types of tools and materials do the children use for their outdoor projects, and how do they handle and interact with them during the outdoor sessions?
- During my sessions, the pupils use a range of tools for their outdoor projects, such as hand drills, saws, and peelers for whittling. They begin by learning the purpose of each tool - what it’s for, how it can be used, and what it isn’t suitable for. They come to understand that certain tasks require specific tools and that using them involves careful listening and awareness of safety. Responsibility is key, and we emphasise that from the start.
We take small steps, progressing as I feel they are responsible enough to handle the next tool or task. Ultimately, using these tools helps build their self-esteem and confidence, which grows as they gain more experience and independence.
- Is there a special memory of a SEN child making great progress during an outdoor art project that stands out to you?
- One memory that stands out is of a Key Stage 4 pupil who made significant progress during an outdoor project. We worked on building a pallet climbing wall together, and this was a breakthrough for him. However, during this project, he stayed focused and engaged for the entire lesson, which was a huge achievement for him. His concentration and commitment were impressive, and we managed to build the wall over six weeks.
Throughout the project, we measured, drilled, and explored various mathematical concepts, including 3D visualisation, which we started on the computer before moving on to the physical materials. It was a gradual process, but he took pride in what he accomplished, especially knowing that younger children would use the climbing wall. Seeing his sense of pride and ownership over the project was truly rewarding.
This Interview with Amanda Jenkins has been insightful and demonstrates how here at Fountain Head House School we are striving to support our students develop as individuals not only inside, but outside the classroom as well.
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