The document discusses the benefits of fire making activities at Forest School sessions. It explains that the sessions allow children to explore and understand their connection to the natural world. Making fires provides opportunities for children to learn about fire safety while enjoying cooking food outdoors. Specific benefits mentioned include learning about the fire triangle, developing a respectful understanding of fire, and seeing the purpose of tasks like collecting firewood. The document also notes that fire making activities can support learning in other areas like history, maths, language and risk management. Safety is a priority, and strict rules and adult supervision are in place to keep children safe around open flames.

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Introduction
Our Forest School sessions, both on our school site and at Seeley Copse,
provide rich, sensory, outdoor experiences that allow children to explore
and understand the world they live in and their connection to it.
At Forest School, we regularly light fires for warmth, to cook on , or just
because we feel like it. Many young children nowadays do not have the
opportunity to experience being around fire – perhaps because it is
perceived as being too risky. Forest School sessions however, engage
children in activities that get them talking and learning about the
dangers of fire while enjoying the benefits of the outdoor learning
environment.
The Benefits of Having a Fire
At Forest School children are involved in the whole
fire making process from collecting fire wood to
using a fire steel and striker, as well as taking part
in the preparation and cooking of food.
Forest School sessions allow children the opportunity to be involved in
making fires and gain a good understanding and respectful relationship
with it whilst also developing their own skills in managing risk.
Further benefits of making fire include
• Children learn that fire needs the right balance of fuel, oxygen and
heat, this is called the fire triangle (Knight, 2011).
• Children build a positive relationship with fire and gain a good
understanding of why we need specific fire safety rules.
• Children begin to see that hard work has a
purpose – collecting firewood means they
get to cook their favourite things.
“I love cooking sausages on the fire
because you get hungry at Forest School.”
George Year 1
How Making Fire Activities Support Other
Areas of Learning
Are you aware that...forest School sessions, and more
specifically fire making can support many areas of the
National Curriculum (DfE, 2013) and the Early Years
Foundation Stage (DfE, 2014) objectives?
Hands on fire making activities during our Forest school
sessions have supported our Year 1 pupils in their
learning about the Great Fire of London. For example,
learning about how small sparks can develop into roaring
heat gave them a better understanding of how the 17th
Century wooden buildings would have caught light quickly.
Whilst gathering firewood children will develop their
mathematical skills to compare quantities and lengths.
Stories and discussions around the fire can stimulate
and inspire conversation. Prompted by the visual, and
other sensual experiences of a woodland setting children
will often develop a more sophisticated use of spoken
and written language when back in the classroom.
Fire Making at Forest School
Aim: to inform parents and visitors of the benefits of fire making at Forest School
Risk and Keeping Children Safe Around Fire
One of the best ways for children to learn how to manage risk
appropriately is to encounter new experiences within a safe
environment. In fact organisations such as Ofsted and the Health
and Safety Executive recognise that outside learning is a valuable
way of helping children to learn about risk management and
keeping themselves self (Wilcher, 2013).
On the hand, it is also our responsibility to keep children safe at
Forest School and around fire and therefore Health and Safety
procedures are necessary. In line with the school’s Forest School
Policy (2014) all sessions are led by a qualified and experienced Level
3 Forest School leader. A Risk Assessment is carried out prior to
every Forest School session and fires will not be lit in strong
winds. With the support of parent helpers we ensure that child to
adult ratios are high.
Specific fire rules are reinforced and become second nature very
quickly because the children are repeatedly reminded of them. In
addition:
• The fire circle seating is at least 2 metres away from the fire.
• Children are taught that they MUST NEVER cross the inner
fire circle area unless they invited to do so by an adult.
• Buckets of water and a fire blanket are kept in the fire circle.
• A lit fire will not be left unattended at any time.
Conclusion
Risk Management procedures in schools should allow pupils the
opportunity to undertake activities safely and not prevent
beneficial activities from taking place. Forest School offers
children the freedom and flexibility to experience more hazardous
activities in a safe and controlled environment. As highlighted fire
making helps children to learn about risk management and keeping
themselves safe around fire they as well as developing a range of
other skills.
Bibliography
Forest School Policy (2014) Health and Safety at Forest School.
Holland, C. (2012) I Love my World. Otterton: Wholeland Press.
Knight, S. (2011) Risk and Adventure in Early Years Outdoor Play:
Learning from Forest Schools. London: SAGE Publications Ltd.
The Department for Education (DfE) (2014) Early Years
Foundation Stage. [Online] Available at: https://www.gov.uk/early-
years-foundation-stage (Accessed 5th November 2016)
The Department for Education (DfE) (2013) National Curriculum.
[Online]Availabl at:
https://www.gov.uk/government/collections/national-curriculum
(Accessed 5th November 2016)
Wilcher, V. (2013) Managing Risks for Schools – Getting the
Balance Right. [Online] Available at:
http://www.schooltravelorganiser.com/features/Managing-risk-
for-school-visits-getting-the-balance-right