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Forest School


Using the Kelly Kettle:

An important part of Forest School is learning about boundaries and how to use the Forest School square safely.  At the start of the session, we sit on the log seating that forms the square and talk about keeping safe.  One or two children show us where they are allowed to play by running to the furthest boundary (they all want a turn to do this!).  The children quickly pick up the rules:


Stay under the trees;

            Step backwards when leaving the Forest School square;

            Only adults are allowed in the Forest School square.

The Forest School square rules are very important and we only use the Kelly Kettle once the children are able to keep to these rules.  The children collect palm-sized sticks for the kettle – checking that the stick can fit across their palm, between the thumb and middle finger.  The kettle is lit in the middle of the square; a small fire is lit in the base and the flames appear at the top of the chimney.  The water quickly heats up in the ‘tank’ around the chimney.  The children are fascinated by the kettle - the crackle, the smell, the smoke and flames and will often talk about campfires, barbecues and bonfires.  Once a group is familiar with the kelly kettle and the rules, then children can take turns to add sticks to the kettle but they are only allowed to do this if invited into the square by an adult. 


Over the past 3 years, resources have been added to our forest school corner including a rope swing, mud kitchen area, buckets and pullys and a slack line. This has created areas of interest that the children may use independently once they have been introduced, or taught how to. The swing and slack line help children to develop their core strength and balance. 


  • Go for a walk and collect sticks – you probably have a collection already!  Try arranging the sticks in order of size.  You might need to start the activity, perhaps ask your child to find the smallest first, although they will probably want to find the biggest!  Once you have the smallest and biggest, then you might need to add one somewhere in the middle and then start working out where the rest will fit, eg, Is it bigger or smaller than this one? 

  • It’s also a great opportunity to use size language: big, small, tiny, huge, massive – see how many different words you can think of for ‘big’ and ‘small’.