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.

The first steps outside for Year 4

For the last session of the Spring term Year 4 were offered the opportunity to venture off site to explore the Perrywood Nature reserve.

This is an important part of progression within the Outdoor Education provision that Riversides offer, to give the classes a chance to broaden their horizons. We believe Outdoor Education creates rich, hands‑on opportunities for our pupils to grow in ways that classroom learning alone can’t match. 

It strengthens problem‑solving skills by placing our learners in real environments where decisions have visible consequences, and it nurtures resilience as the students adapt to changing weather, terrain, and group dynamics. 

Being outside also deepens environmental awareness, helping our learners understand ecosystems through direct experience rather than abstraction. Socially, Outdoor Education encourages teamwork and communication, since many activities require cooperation and shared responsibility. 

Perhaps most importantly, it offers space for well being—fresh air, movement, and nature all support mental health and help our pupils feel more grounded and confident.

A trip somewhere different

 Year 6 were the first class to experience the change of weather as Spring burst into life and they were bathed in bright sunshine after so many dull and dreary winter sessions. 

We ventured West along the A44 and after a few miles took a right turn up a really steep bank to the top of Ankerdine Hill. Worcestershire County Council have been working on the side of this flank extensively to create some fresh habitat for an expanding colony of dormice that nest here.

Winding just ½ mile (0.8 km) through compacted‑soil paths, steps, and gentle climbs, the trail offers a surprisingly invigorating experience despite its modest length. The class could experience a subtle sense of awe along the route, enhanced by the dense woodland, shifting light, and quiet turns that give the trail a slightly enigmatic charm. There were some big hunks of oak lay next to the side of the car park and after explaining the risks and how to manage them, the children enjoyed a brief scramble in the bright sunshine.

They wound their way to the foot of the trail as the path plunged steeply downhill...

...enjoying a little off-roading along the way.

and at the bottom discovered the dilapidated remains of what may have been an old drovers refuge?Who knows?...but it was a great place for some creative play/exploration.

The walk back to the top was short but steep; not to every ones liking...

...but it didn't dampen the enthusiasm of some of the pupils!

Great fun and it really goes to show how the sunshine seems to put a spring in every ones step.