[CFS PLAYBOOK] LEARNING

[CFS POLICY] LEARNING

1.0 POLICY STATEMENT

Compass Forest School applies the six Forest School principles to coach primary-aged children with SEMH needs in developing skills to understand and manage their own needs. To achieve this, Crew:

• Facilitate repeated free play experiences in rich natural environments that inspire, engage and challenge children in equal measure.

• Personalise interest-led learning to build on each child's strengths and close competence skill gaps such as self regulation or resilience.

• Build trusting relationships over time, supporting emotional safety, enjoyment and readiness for future placements.

1.1 DEFINITION OF TERMS

The below table sets out a number of terms and definitions used within this document and connected documents:

Outcome; A desired result.

Child/ren; A person under the age of 18.

Tribe ; The Compass Forest School community which includes all those directly connected - staff members, schools, parents, families and children

Parents ; Adults in a parenting role; e.g birth parents, step-parents, foster carers, adoptive parents, LA corporate parents

Crew ;  All those working for or on behalf of the school, full or part time, temporary or permanent, in either a paid or voluntary capacity

1.2 LEGAL FRAMEWORK AND STATUTORY GUIDANCE

Compass Forest School Playbooks are informed by statutory guidance, legislation and government standards that ensure the safe and effective delivery of Alternative Provision. Each Playbook interprets and applies these documents in ways specific to its area of practice.

Alternative Provision And National Standards

• Non‑School Alternative Provision Voluntary National Standards (2025/26) – The benchmark for quality, safety and outcomes in non-school settings.

• Arranging Alternative Provision (DfE) – Statutory guidance for LAs and schools on commissioning and reintegration.

• Education Acts 1996 & 2002 (Parts 3, 6, 7) – Legal duties for suitable education and pupil registration.

• School Attendance (Pupil Registration) (England) Regulations 2024 – Mandatory requirements for daily attendance reporting and digital registers.

Safeguarding And Child Welfare

• Keeping Children Safe in Education (KCSIE 2026) – Primary statutory guidance for safeguarding, including Operation Encompass and Filtering/Monitoring duties.

• Working Together to Safeguard Children (2026) – Multi-agency guidance for identifying, responding to and preventing harm.

• Children Act 1989, 2004, 2006 – Core legal frameworks for care and protection of children.

• SEND Code of Practice (2015) – Guidance for supporting children with Education, Health and Care Plans (EHCPs) and SEMH needs.

• Prevent Duty (Counter-Terrorism and Security Act 2015) – Duty to protect children from radicalisation and extremism.

• Female Genital Mutilation (FGM) Act 2003, Section 5B – Duty to report FGM in girls under 18.

Behaviour, Restraint And Seclusion

• The Schools (Recording and Reporting of Seclusion and Restraint) Regulations 2025 – Statutory Duty (Effective April 2026): Mandatory same-day written reporting to parents for any restrictive intervention.

• Education and Inspections Act 2006 (Section 93A) – The legal power to use reasonable force, strictly governed by the 2026 statutory duty.

• Education and Inspections Act 2006, Sections 88–94 – Legal requirements for behaviour, engagement, prevention of bullying and discipline policies.

Health, Safety And Medical Management

• Health and Safety at Work etc. Act 1974 – General duty of care for staff, pupils and visitors.

• Management of Health and Safety at Work Regulations 1999 – Requirement for robust risk assessments, preventive measures, appropriate information, instruction and training.

• Supporting Pupils with Medical Conditions (DfE Statutory Guidance) – Requirements for Individual Healthcare Plans (IHPs) and the safe administration/storage of medication.

• Health and Safety (First-Aid) Regulations 1981 – Provision of first-aid equipment, trained personnel and procedures.

• Work at Height Regulations 2005 – Safe practice for climbing, ropes and platform work.

• RIDDOR 2013 – Mandatory incident reporting and record-keeping of serious injuries and dangerous occurrences.

• Control of Substances Hazardous to Health (COSHH) Regulations 2002 – Safe handling, storage and use of hazardous substances (fuels, cleansers, etc.)

Environmental Stewardship

• Environmental Protection Act 1990 (Section 34) – Duty of Care: Legal responsibility for safe waste management and fire safety (ash/embers/waste).

• Wildlife and Countryside Act 1981 – Legal duty to protect habitats, nesting birds, and protected species during sessions.

• Regulatory Reform (Fire Safety) Order 2005 – Fire risk management and outdoor campfire precautions.

• DfE Health and Safety Guidance (2022) – Managing fire risks, emergency procedures and staff responsibilities.

Compliance And Governance

• School Staffing (England) Regulations 2009 – Safer recruitment and Single Central Record (SCR) duties.

• Childcare Act 2006 – Legal framework for Ofsted registration and compliance with the Compulsory and Voluntary Childcare Register including written procedures for handling complaints and maintaining records of complaints.

• Rehabilitation of Offenders Act 1974 – Governs employment eligibility and the filtering of people with convictions.

Compass Forest School works in line with the safeguarding arrangements agreed and published by the local safeguarding partners. Statutory guidance identifies three safeguarding partners with responsibility for making arrangements to safeguard and promote the welfare of children within a local area.

These partners work together to identify and respond to the needs of children at risk of harm:

• The local authority (LA)

• An integrated care board for an area within the LA

• The chief officer of police for a police area in the LA area

Keeping Children Safe in Education makes clear that schools placing children into Alternative Provision retain responsibility for safeguarding those children.

Client schools must ensure that the provision is suitable, meets the child’s needs and provides appropriate safeguarding arrangements, with regular oversight, communication and review.

Compass Forest School supports this responsibility through transparent communication and timely sharing of safeguarding information with Client schools.

1.3 DATA PROTECTION

Compass Forest School processes personal data in compliance with the UK General Data Protection Regulation (UK GDPR), the Data Protection Act 2018 and related legislation. Personal information is collected, stored, used and shared lawfully, securely and proportionately, in accordance with statutory guidance and Data Protection Playbook.

Crew are responsible for ensuring that personal data is handled accurately, confidentially and on a need-to-know basis. Safeguarding and public interest considerations may override confidentiality where this is lawful, necessary and proportionate.

1.4 DISCLOSURE OF INFORMATION

Any use or disclosure of information held by Compass Forest School must have a clear and lawful basis. Unauthorised or unlawful disclosure of personal data may constitute a criminal offence under the Data Protection Act 2018.

All Crew must understand their responsibilities in relation to confidentiality, lawful information sharing and subject access rights under UK GDPR. Information will be shared without consent where there is a lawful basis to do so.

The Data Protection Act 2018 and UK GDPR are not barriers to sharing information where there is a concern that a child may be at risk of significant harm. Where there is uncertainty about whether information should be shared, advice must be sought from a senior leader or Designated Safeguarding Lead before disclosure.

1.5 STATEMENT OF EQUALITY

Compass Forest School is committed to equality, diversity and inclusion in accordance with the Equality Act 2010. Discrimination, harassment and victimisation are not tolerated. Many children attending Compass Forest School experience additional vulnerabilities or barriers to participation, safety or wellbeing.

These may include special educational needs or disabilities, experiences of discrimination, family or environmental adversity, risk of exploitation or abuse, being looked after or previously looked after, or instability in education or care arrangements.

Crew proactively identify and reduce inequality by making reasonable adjustments, adapting practice and ensuring that decisions are fair, proportionate and responsive to individual need. All children and Crew are treated with dignity and respect and are supported to feel safe, valued and heard.

[CFS PROCESSES] LEARNING

2.0 PROCESSES STATEMENT

Compass Forest School delivers high-quality learning that is relational, engaging and competence appropriate. Many children accessing the Alternative Provision will have experienced disrupted education, unmet needs or barriers to participation. Learning is therefore designed not simply as activity delivery, but as a purposeful process.

One that rebuilds confidence in adults and themselves, develops competencies and prepares children to better manage school. So reducing their risk of exclusion. Crew's practice is deeply rooted in the six nationally recognised Forest School principles. These principles shape the culture, environment, relationships and learning experiences offered to children.

Through regular sessions in natural spaces, guided free play and skilled facilitation, children are supported to develop the social, emotional and practical competencies needed to thrive. Learning is personalised, strengths-based and outcomes-focused. Crew use assessment, observation and professional judgement to adapt experiences, close skill gaps and strengthen readiness for reintegration or onward pathways.

Compass Forest School identifies eight core Processes that support Crew in meeting policy aims and statutory responsibilities surrounding Learning. These are: Defined Roles And Responsibilities, Learning Training for Crew, Long Term Principle, Nature Principle, Community Principle, Holistic Learning Principle, Risk Principle And Leadership Principle.

Each process is underpinned by clear procedures that provide practical guidance and ensure a consistent, proportionate and effective approach to Learning.

2.1 DEFINED ROLES AND RESPONSIBILITIES

Clear roles and responsibilities help Crew act quickly, confidently and consistently when everyone understands what they must do and who to pass concerns to. Issues are then identified earlier, decisions are made properly, actions are recorded accurately and effective oversight is maintained at every level of the company.

Defined responsibilities sit with the owner, relevant senior leaders, the Designated Safeguarding Lead (DSL) and all Crew. While some roles carry additional authority and accountability, responsibility is shared. No concern is ever “someone else’s job”. No child or adult should be left at risk because someone assumed another person would act.

Everyone has a duty to speak up, pass on concerns and challenge unsafe practice, poor judgement or wrongdoing in a professional and respectful way. This shared responsibility is critical to identifying risks early and preventing harm wherever reasonably practicable. Within an Alternative Provision context, Compass Forest School places strong emphasis on prevention.

Crew support children to develop the skills, confidence and understanding needed to stay safe and thrive. This is reinforced through clear Playbooks, training, consistent day-to-day practice and oversight by the Designated Safeguard Lead and Deputy. Arrangements are reviewed regularly and updated in line with statutory guidance to ensure practice remains current, effective and proportionate.

2.2 OUTCOMES TRAINING FOR CREW

Crew receive training appropriate to their role so that learning is delivered safely, consistently and to a high professional standard. Training begins at induction and supports Crew to understand how children learn through relationships, play, challenge, repetition and emotionally safe experiences.

Following a 3 month Probationary period, new Crew go on to complete the nationally recognised Level 3 Forest School Award within 18 months of gaining fulltime employment. On that course Crew are trained in the six nationally recognised Forest School principles and how these translate into daily practice within an Alternative Provision context.

This includes long-term programme delivery, child-centred facilitation, supported risk-taking, learning in natural environments, inclusive community building, and reflective leadership. All Crew receive further appropriate training in safeguarding, behaviour support, risk assessment, first aid and inclusion so that learning remains safe and accessible for all children.

Practice is further strengthened through coaching, regular 1-1 reflective supervision, peer reflection and ongoing professional development courses and opportunities. Updates are provided in response to emerging research, changes in guidance, stakeholder feedback and lessons learned from practice over time.

2.3 LONG-TERM PRINCIPLE

Forest School is a long-term process of regular and repeated sessions rather than a one-off experience. Crew know that trust, regulation, confidence and skill development often take time to grow, particularly for children with SEMH needs or disrupted educational experiences.

Interventions are therefore structured across sustained periods of time of no less than 2 school terms that allow children to build relationships, revisit challenges, practise skills and experience progress over time. Crew understand that meaningful change is often gradual. Repetition, consistency and continuity are valued as essential ingredients of successful intervention.

2.4 NATURE PRINCIPLE

Learning takes place in natural environments that offer rich, varied and authentic opportunities for development. Woodland and outdoor spaces provide a pattern interupt, challenge, sensory experiences, movement, creativity and real-world problem solving that are often difficult to replicate indoors.

Children are supported to connect with the natural world, develop respect for living things and understand their place within wider ecosystems and communities. Where outdoor delivery is temporarily unsafe or impracticable, learning may be adapted or relocated while maintaining the values and intent of the Forest School approach wherever reasonably possible.

2.5 COMMUNITY PRINCIPLE

Forest School promotes a sense of belonging, connection and shared responsibility. Crew create inclusive communities where children feel welcomed, valued and able to contribute. Children are supported to build positive relationships, cooperate with others, resolve conflict and develop empathy through shared experiences.

The provision also works in partnership with families, client schools and professionals, recognising that joined-up relationships strengthen consistency, trust and long-term outcomes. 

2.4 HOLISTIC LEARNING PRINCIPLE

Learning is understood holistically. Progress is not measured solely through academic attainment, but through social, emotional, physical, intellectual, communication and personal development. Crew find that children often need growth in confidence, regulation, resilience or relationships before they can fully access wider learning opportunities.

Experiences are therefore designed to develop the whole child, valuing transferable life skills and personal growth alongside specific targets or objectives.

2.5 RISK PRINCIPLE

Supported risk-taking is an important part of learning and development. Crew provide children with opportunities to experience challenge, make decisions, solve problems and build resilience within carefully managed boundaries. Risk is not avoided unnecessarily, nor is it unmanaged.

Crew use robust planning, dynamic risk assessment and professional judgement to balance safety with meaningful opportunity. Children are coached to recognise hazards, assess choices and develop increasing responsibility for their own safety and behaviour over time.

2.6 LEADERSHIP PRINCIPLE

Learning is facilitated by a high adult to child ratio of qualified and reflective Forest School leaders supported by Trainee's who themselves are undergoing specialist training and direct supervision from a Forest School Leader. Crew do not simply supervise activities; they observe, attune, scaffold learning and create the conditions in which children can succeed.

Leadership practice is responsive rather than rigid. Crew adapt to children’s interests, needs and emotional states while maintaining clear boundaries and purposeful direction. Continuous professional development, reflection and supervision support high standards of practice across the Company.

2.12 RECORD KEEPING

High-quality record keeping underpins safeguarding, accountability and continuous improvement across Compass Forest School. Crew maintain accurate, timely and secure records of concerns, incidents, accidents, decisions and actions to ensure risks are identified, managed and reviewed effectively.

Records are factual, clearly dated, and attributable, written in professional, objective language. They distinguish facts, professional judgement, and actions taken, avoiding assumptions, emotive language, or unsubstantiated conclusions. All relevant matters are recorded without delay on Compass Forest School’s secure 'LearnTrek' system.

Records may support the identification of patterns, trends or emerging risks to inform learning, oversight and proactive planning. Crew are expected to seek guidance from the relevant Designated Lead if unsure whether to record an issue. Records are stored and managed in line with UK GDPR, the Data Protection Act 2018, and other applicable legislation.

Access is restricted to those with a legitimate professional role and information is shared strictly on a need-to-know basis. Records are retained in accordance to statutory requirements and recognised best practice. They are reviewed regularly to support transparency, learning, accountability and the continuous improvement. Crew are accountable for maintaining records that reflect the highest professional standards.

2.13 WHISTLEBLOWING

Compass Forest School creates a culture where concerns can be raised openly, honestly and in good faith, without fear of reprisal or victimisation. Crew have a professional duty to report concerns about the conduct, behaviour or practice of colleagues or the organisation where children, Crew or others may be at risk.

Safeguarding concerns must be reported immediately to the Designated Safeguarding Lead (DSL) or Deputy DSL. If the concern relates to the DSL, it must be raised via the independent whistleblowing service, SafeCall (0800 915 1571). Crew must never investigate concerns themselves or delay reporting. Failing to report, regardless of personal relationships or perceived seriousness, may be regarded as condoning unsafe practice.

Where appropriate, concerns should be documented factually before or during reporting. All reports are treated seriously, confidentially and investigated promptly. Whistleblowing is a vital safeguarding mechanism and forms part of Compass Forest School’s commitment to transparency, accountability, and child-centred practice.

2.14 MONITORING ARRANGEMENTS

This Playbook is reviewed at least annually by the Owner and Designated Safeguarding Lead to ensure it remains effective, compliant and aligned with best practice and statutory guidance. Reviews also consider feedback from Crew, families and Client schools. Playbooks are updated immediately in response to changes in legislation or guidance. Monitoring ensures the Playbook continues to support safe, personalised, and effective provision for all learners.

2.15 LINKS TO OTHER PLAYBOOKS OF RELEVANCE

Compass Forest Schools Learning Playbook links to the following Playbooks :

Safeguarding and Child Protection

Managing Allegations

Safer Recruitment

Health And Safety