Bronze Duke of Edinburgh Expedition

 Year 10 had been waiting eagerly for their big trip. They had planned and practised for a fair while in the run up but were greeted with some pretty unseasonable weather on the morning they set off.

Low mist hung over the hills and even though they still put on a brave face, there was still a general air of "Why is it like this in Summer?"

The bus parked at Hollybush, close to the most Southerly tip of the hills and at just after half ten the four set off to head for the top of Raggedstone Hill to begin their walk.

To be fair, the climb to the top of Raggedstone was quite a challenge but as the gang got to the top, something unexpected happened....

...the weather began to clear.

So, as they set off morale had taken an unexpected turn, all in the space of an hour.

So off they set, followed by staff who were to supervise them remotely, heading for the designated checkpoint a couple of miles away at the foot of the British Camp.

And there staff waited. And waited.

Two and a half hours later the group came into view.

They proceeded to explain that they had taken an unscheduled detour and added that time and an extra three miles to their walk wandering aimlessly around News Wood on the western flank of the Herefordshire Beacon. Oh my, how staff sympathised with their plight!

The rest of the yomp across the hills was relatively uneventful after the initial hiccup but time was ticking and it was a great relief to see the sign to the campsite and finally see the camp for the evening.

They spent a while sorting out their food and then moved on to setting up the tents.

Much mirth was had amongst the group with the efforts of each other.

Once the tents were up, we moved down to the fire site and they were able to demonstrate their prowess at starting a fire. It was reassuringly painful to watch, so with some help from the group leader a hearty fire was roaring away in no time.

They enjoyed a fabulous few hours, roasting marshmallows and each other...it was a great way to see them in such a unique setting and being given the opportunity to experience some recreational time and let their hair down (within reason).

The next days return leg was made easier by the change in the weather. It lifted the spirits of the group until the last couple of miles when all of the group began to feel the impact of their endeavours.

One of the group set off with a mile to go and ran all the way back.

When back at the bus, he explained that if he hadn't got it over quickly he would have never finished. 

On returning to the school at the end of it all...he sat silently in reflection, unemotional and triumphant.

The whole expedition was a revelation. The group was supportive, resourceful and showed great spirit and commitment throughout.

They will push forward in the beginning of Year 11 to complete the further three modules to hopefully all achieve their Bronze Award.

Mind how you go...

Risk management during Riversides outdoor education sessions is about creating safe, meaningful learning experiences while recognising that some level of challenge is essential for growth. Risk in outdoor learning is not something to eliminate entirely—and we endeavour to manage it in a methodical way.

Outdoor environments naturally involve uncertainty, and when risks are well‑managed, they become opportunities for students to build confidence, resilience, and decision‑making skills. The goal is to balance safety with authentic challenge so learning remains engaging and developmentally valuable.

The pupils are encouraged to climb, balance, scale, swing and jump; using whatever terrain they encounter as their own personal parkour playground.

Effective hazard identification is the foundation of risk management. The pupils are encouraged to assess environmental factors such as weather, terrain and water conditions as well as human factors like group experience, fitness and behaviour. Learning this process helps them determine which risks are acceptable, which need further consideration, and which require avoiding altogether. (they certainly come across these and they are advised of the consequences of biting off more than they can chew)!!

Risk controls include planning, equipment checks, clear communication, and appropriate supervision ratios. The pupils begin to understand what the staff would consider safe and achievable. Strategies such as pre‑activity briefings, route planning, and emergency procedures reduce the likelihood of incidents. The activities can always be adapted or changed at short notice in order to ensure the most impactful provision and ultimately the pupils safety and wellbeing.

During our sessions we constantly perform dynamic risk assessment—ongoing, real‑time judgement during activities. Conditions can shift rapidly, so we monitor the group,their demeanour, the environment and activity, making adjustments to plans when needed. This responsiveness is key to maintaining safety without unnecessarily restricting the experience.

Exposing whilst explaining to our pupils a shared risk management strategy helps them understand safety and develop responsibility. Teaching them to recognise hazards, make decisions and manage themselves fosters independence and strengthens the educational value of outdoor experiences with the long term goal being to enable them to operate independently, making safe and considered decisions.

Forest School developments

 The little area around the back of the school is slowly taking shape...

...even after the staff  'all hands on deck' day last Summer it would have been tricky to picture its gradual evolution into what the children see and experience at present.

The inspiration for the wickerwork teepee came after having some large lengths of hazel left over and I thought it would be good to create an area of calm reflection (whether or not the kids can sit still for long enough is another matter, but it is good to encourage!)

One of the Year 3 pupils is still storming ahead in the 'tallest sunflower' contest...

The willow arch has all taken root and showing vigorous growth...

At the top corner of this picture you can see the little watery oasis that has been created to hopefully bring some frogs into the garden...there are already some pondskaters and other invertebrates on view...

And the potatoes and pumpkins are out and thriving...

All of this activity and creation is giving the Forest School pupils  a wide and varied topic to unpick. Some of the sessions are investigative, as they are fascinated by all the developments but they still really enjoy the loose play aspects that are encouraged; mud kitchen and messy play being some of their favourites.

The whole area has been a revelation, as the more you put in, the more they get out.

Spring has sprung...

 On return from the Easter fortnight, Years 3 and 4 were really surprised to see how things were taking root and growing in the Forest school.

A few degrees of warmth on the thermometer has really started to make the seeds they had planted burst into life. The unfortunate upshot of this new lease of life is that it offers the slugs and snails in the garden a fresh buffet of tasty leaves (they seem to find sunflowers irresistible!)

To try and swing the battle in our favour a visit was made to Coffee #1 for a few free bags of coffee grinds. These, when sprinkled liberally around the tunnel and over the plants have a pretty surprising effect of dissuading the annoying little critters. It can be a little demoralising for the pupils after waiting so long for their seeds to emerge, to then be greeted by the withered stalks and leaves having been munched by the pesky little molluscs.

Replanting and tending the garden by watering are both very important tasks to keep the plot healthy and maintained.

The classes have also been enjoying various arts and crafts. Weaving willow and making 'dreamcatchers' is a great way to practice fine motor dexterity and also patience.