The Forest at Merchiston Head, Davina Bowers の全文書き起こし

curriculum, that we are preparing them for the future. 00:05:46.800 --> 00:06:13.199 However, I personally believe and all the team here that outdoor learning is really important to children's development, not only academically but also holistically as young people, uh preparing for the world ahead, and it's managing and teaching and learning in different ways that meet the needs of the children in our care. 00:06:13.600 --> 00:06:29.759 So the I suppose we are slightly different in that we hold the outdoor learning focus and uh with the same sort of value that you would place on perhaps um you know the other subjects in the curriculum. 00:06:30.000 --> 00:06:38.079 But it I've always taught outside in all of the schools that I've worked in, I've always been really passionate about keeping that going. 00:06:38.240 --> 00:06:55.360 My own children went to outdoor nurseries, and um, I think when they come across, particularly in the areas of primary one, two, um, it's really, really important that we try and maintain that provision both outdoors and indoors. 00:06:55.439 --> 00:06:59.040 And that that itself also grows with the child. 00:06:59.279 --> 00:07:09.519 I know our curriculums become more sophisticated and structured as the children um grow older, but um we're not sort of taking away from that. 00:07:09.600 --> 00:07:24.639 There are ways in which you can frame that around outdoor exploration, science, experiments, geography, histrophy, histrophy, history, bringing the learning alive, um, but also making it real. 00:07:24.879 --> 00:07:29.600 And um sometimes I think the older they get, the more abstract the learning becomes. 00:07:29.680 --> 00:07:37.839 So it's trying to keep finding ways to bring it into their real life so that they can make sense of it in their own world. 00:07:38.560 --> 00:07:39.040 Right. 00:07:39.279 --> 00:07:45.199 So there, so Sue says it's fully outdoor when they're at nursery, i.e., at three to five. 00:07:45.439 --> 00:07:49.519 Um, and so they would turn up, so whether it's raining, not raining, is it? 00:07:49.600 --> 00:07:57.279 And I presume they have special clothing that um nursery children wear to make sure they can cope with all weathers, is that right? 00:07:57.600 --> 00:07:59.040 Yeah, no, absolutely. 00:07:59.120 --> 00:08:02.560 Um, the children are suited and booted uh when they come in. 00:08:02.639 --> 00:08:18.079 All of our children from nursery through to primary five have a full set of lined waterproofs and uh thermal wellies, and that's just part of our standard kit and attire alongside our uniform. 00:08:18.480 --> 00:08:30.800 Um there is that very famous saying there's no such thing as bad weather, it's just bad clothing, and we fully support and uh um use that saying all the time. 00:08:30.959 --> 00:08:36.879 And the children, you know, you can you can ask any child, they love being outside, whatever the weather. 00:08:37.039 --> 00:08:52.720 Um, and I think just making sure that they are warm, comfortable, um, so that they can concentrate on the learning that's happening, so they're used to it, they're used to going outside in all the weather as we've we've not had an indoor playtime since we've opened. 00:08:52.960 --> 00:08:59.919 Um the children embrace the rain and the snow and the wind and uh just thoroughly enjoy it. 00:09:00.000 --> 00:09:23.039 And for me as a teacher as well, and I'm sure there'll be other teachers and parents out there who would hate those rainy days because the children had indoor playtime and would come come home climbing the walls because they hadn't had a chance to sort of run around and and and be outside with their friends uh letting off a bit of steam. 00:09:23.279 --> 00:09:38.559 Uh so that is is something that we're very keen to make sure that they go outside every day um and that they have opportunities to be outdoors, but uh that they're also safe and warm and comfortable, uh which is amazing. 00:09:39.039 --> 00:09:45.759 So they have, but they do have then an inside, is it a den or something that they go indoors occasionally? 00:09:46.080 --> 00:09:55.120 We have a pod in the forest, which is basically sort of an outdoor classroom um designed by a company called Logspan. 00:09:55.200 --> 00:09:57.360 You will see them across the city. 00:09:57.519 --> 00:10:08.080 Many schools have got them, um, and it's a wooden structure with a log burner inside, and um the children in the nursery uh can go in there to warm their hands. 00:10:08.159 --> 00:10:13.200 We do use it with with the older children from time to time as a different learning space. 00:10:13.519 --> 00:10:17.120 Um, but they build their own dens. 00:10:17.360 --> 00:10:27.600 Um, but the the forest pod is is actually a thing of beauty, but as I've said before, they don't really use it that much because they they prefer to be outside. 00:10:27.840 --> 00:10:35.840 Um, but it is there, and um I do hope to use it for more exciting projects uh in the future outside of school hours. 00:10:36.000 --> 00:10:37.440 So watch the space. 00:10:38.000 --> 00:10:52.960 Um so yeah, um, but the children know how to make dens, that's part of our uh teaching and learning around that, and they they often do, as as all children will, if you give them time in the woods, they will find a way of making a den. 00:10:53.120 --> 00:10:56.639 So, but our very special den would be our forest pod. 00:10:57.279 --> 00:10:57.840 Right. 00:10:58.159 --> 00:11:05.679 So, what sort of in particular do you think the benefits are for especially like the early years for children outside? 00:11:05.919 --> 00:11:07.600 What what are the benefits? 00:11:07.919 --> 00:11:08.799 I know it's probably too much. 00:11:08.960 --> 00:11:10.159 The list is endless. 00:11:10.960 --> 00:11:15.519 If you can sort of summarize where where does that, yeah, what are the benefits? 00:11:15.759 --> 00:11:18.639 Well, it's first of all, it's their resilience. 00:11:18.799 -->

00:11:23.200 You know, people talk about resilience, and you know, we need to teach children to be resilient. 00:11:23.279 --> 00:11:25.039 You can't teach resilience. 00:11:25.279 --> 00:11:39.519 You can give children the tools to become more resilient, you can teach them about ways to improve their resilience, but really they have to live it, they have to do it for themselves, and they've got to see that in action. 00:11:39.679 --> 00:11:47.039 So by being outside, you encounter different uh problems, but they're sort of real-world problems. 00:11:47.120 --> 00:11:58.080 And I would say that our children learn to become resilient against the cold and against all of the natural things that occur. 00:11:58.320 --> 00:12:02.720 They know how to keep themselves warm, they know how to keep themselves safe. 00:12:03.039 --> 00:12:15.279 We are inspiring them um with you know opportunities to build their confidence, their self-esteem, being able to do things for themselves, promoting independence. 00:12:15.600 --> 00:12:27.519 We are teaching them about the the world in which they live and they are having those real life experiences so that when they go out and about in the world they can recognize the flora and fauna. 00:12:27.840 --> 00:12:39.840 I think sometimes it all all sounds a bit hippie, and that you know the children should be at one with nature and they should uh you know know the names of the trees and the butterflies and the birds. 00:12:40.159 --> 00:12:45.679 It's really, really important, and I feel like it's a skill that we're losing in society. 00:12:45.919 --> 00:13:03.440 And basically, what we're doing here is trying to create ambassadors for the future, children who care about the world they live in, because goodness knows we do need those people, and particularly the way the world is going, with climate change and obviously the fast-paced technology. 00:13:03.600 --> 00:13:12.639 We need children to be able to wonder and to be curious about the world around them and to be able to look after themselves and the land about them. 00:13:12.879 --> 00:13:15.600 Um, and I think it's really, really important. 00:13:16.080 --> 00:13:40.000 And not only that, you are winning from day one because children want to be outside, they want to know, they want to learn, they want to play in real life with real things, and it's it's so much easier to teach in the outdoors because everything's there without you having to bring out a load of sort of cubes or you know, representatives of things. 00:13:40.159 --> 00:13:47.360 You can actually use natural materials and you can show the children real life happening in real time. 00:13:47.440 --> 00:13:55.759 And I think there's something very, very special and unique about that, but it actually gives the children ownership when they're doing it for themselves. 00:13:56.000 --> 00:14:09.279 You know, you're sort of facilitating as well as teaching so that they they from day one are involved in their own learning process, and it's the magic of those conversations that you have when you're outside. 00:14:09.440 --> 00:14:28.559 You know, we know that um literacy, uh, for example, the spoken word is doubled when when you're outside, you use more language when you're outside because there's things to see and touch and do, and it just automatically um, you know, encourages the children to speak more about what they're seeing and doing. 00:14:28.720 --> 00:14:37.039 Um, but it's the time also, um, you know, there's a lot of work around slow time and and giving children time to play. 00:14:37.120 --> 00:14:49.039 And I think when you're in the outdoors in that sort of really um calm setting, you know, there's no sound reverberating off the walls, um, there's wind in your hair, and there's the natural smells. 00:14:49.120 --> 00:15:10.799 And again, I'm sounding very hippie, but it really, really does have such an enormous impact on children's well-being and adults' well-being, the teachers that are teaching them, being able to have those conversations about the world around them and the wonder of the natural world, I think really benefits you know the children, but but also the people working with them. 00:15:10.960 --> 00:15:24.559 Um we can nurture them, we can answer those far-reaching questions, we can find out together, and it really helps to build to build that relationship between them and us, but also them and the natural world. 00:15:24.879 --> 00:15:30.080 Um, and I think you know, we're educating children for jobs that don't exist yet. 00:15:30.320 --> 00:15:44.960 So we really need to be not just always thinking about academic curriculum, we've got to make them curious, we've got to make them care, and we've got to give them loads of opportunities to discover and enjoy. 00:15:45.039 --> 00:15:55.840 We're going to need that creativity, that thinking outside the box, because that's what's make makes us human and can't be replaced by you know AI and technology. 00:15:56.080 --> 00:16:00.159 And it will only get more structured as they grow up. 00:16:00.320 --> 00:16:19.759 And so having these opportunities to be curious, to follow their own lines of inquiry, to take risks in a safe environment, to challenge themselves, these are all really, really important foundational blocks for these children going forward into the world as we know it now. 00:16:20.000 --> 00:16:22.080 So that's a really, really long answer. 00:16:22.559 --> 00:16:28.080 I knew, funny enough, I knew this episode would be like this because it is so, you know, it's such a big topic. 00:16:28.240 --> 00:16:36.799 But that's great because that's, I think, you know, that's what people, you know, there's such uh, you know, outdoor learning as sort of just words that people sort of put out there. 00:16:36.960 --> 00:16:39.279 But I think, you know, having it described is very good. 00:16:39.440 --> 00:16:44.559 I mean, I think you're right about you know, children are sort of

play-deprived today often, aren't they? 00:16:44.639 --> 00:16:47.360 And and that is, as you say, it sparks the imagination. 00:16:47.440 --> 00:16:48.720 But I'm talking about risks. 00:16:48.879 --> 00:16:52.960 I was wondering how uh taking risks, which I think again is really important. 00:16:53.120 --> 00:16:59.279 I wonder how you get around that with health and safety, you know, if children are near campfires or climbing trees and things. 00:16:59.360 --> 00:17:02.799 Do you have to do a risk assessment on everything that you're doing? 00:17:03.120 --> 00:17:04.240 We do, we do. 00:17:04.400 --> 00:17:13.039 We, as you will probably guess, have risk assessments coming out of our ears, um, which we had to put in place, obviously, with opening the new school. 00:17:13.119 --> 00:17:31.039 But I think the most important thing now is the involvement that the children have in the risk assessing, and that in itself um helps us, but it also helps the children to become super aware of their environment around them and and the possible risks that um being outside poses for them. 00:17:31.200 --> 00:17:43.200 And it's like everything if you if you tell a child don't go over there, you know, or shut a gate and say, you know, you're not allowed through there, they're curious little beings who were like, Well, why not? 00:17:43.359 --> 00:17:44.160 What's over there? 00:17:44.319 --> 00:17:45.440 Let me go and see. 00:17:45.680 --> 00:17:56.480 Whereas if you show them and say the reason why we're not going to go over there is this, or can you tell me what you think about this and why do you think that wouldn't be safe? 00:17:56.640 --> 00:18:00.880 And what could we do to make it safe So that we could do that. 00:18:01.039 --> 00:18:08.319 So it's a whole different conversation of getting the children on board and saying, What do you think the risks are of doing this? 00:18:08.400 --> 00:18:28.559 You know, if a child comes up to you and says, I really want to climb up on there, um, and you can see straight off that there's a risk there that that child might fall or you know, uh take into account everything around you the weather, the surface, what's on the ground, who's around them, you know, all of these things. 00:18:28.720 --> 00:18:48.799 But if you then actually do it with the child, they they start to recognise the risks around them and then start to risk assess themselves dynamically and say, Well, I'm not going to climb the tree today because it's raining and wet and I've got my wellies on, so I won't be able to have any grip, or um I'm doing a demonstrating a fire. 00:18:48.880 --> 00:18:51.440 Can everybody stand back and stay behind? 00:18:51.599 --> 00:18:57.440 Uh we have sort of like a ring around our fire that nobody's allowed to go in. 00:18:57.920 --> 00:19:17.839 Um, or or if somebody was to cross the fire circle, for example, the children are very happy and willing to say, you can't do that, you've got to stop, you've got to go around the outside, because they they've been taught through regular process, um, you know, these are the things we need to do to be able to have a fire. 00:19:18.000 --> 00:19:21.920 So it's just flipping it and saying, we can't do that, but what can we do? 00:19:22.079 --> 00:19:23.920 How could we make that safe? 00:19:24.079 --> 00:19:48.880 Um, and just having rules that we set together with the children, they know that you know, for example, there's a climbing height that they can't go past because we've explained to them at you know, certain point it becomes much more dangerous the the height that you might fall, or you always need to have three points when you're climbing um on the surface of the tree, or three points of your body must be in contact. 00:19:49.039 --> 00:19:53.920 And this is little children from age three being able to tell you this all the way up. 00:19:54.079 --> 00:20:15.920 And obviously, the the the children are interested to know and to challenge you on how they could make it safe and the things that they could put in place to make this activity happen, so it becomes a learning um in itself, but it is really difficult because there is so much um red tape, and rightly so, but everybody's just trying to keep our children safe. 00:20:16.160 --> 00:20:31.680 But I do think um there is a lot of benefit, risk benefit um to children in explaining how things happen, why they happen, and then asking them to tell you and to help you problem solve how we can make this safe. 00:20:31.839 --> 00:20:33.680 How can we make this happen? 00:20:34.000 --> 00:20:35.519 Yeah, that sounds fantastic. 00:20:35.599 --> 00:20:37.200 As you said, there's so many learning things. 00:20:37.279 --> 00:20:43.119 I can see we'd go on phrases, so I'm going to stick try and stick to the half an hour with questions parents might have. 00:20:43.200 --> 00:20:45.519 So I'm sort of now thinking about the older age group. 00:20:45.599 --> 00:20:47.519 So, as you said, you do follow a curriculum. 00:20:47.680 --> 00:20:55.839 So, especially subjects such as music, languages, science and art, I mean, how are they taught when you sort of as you go up more into the primary years? 00:20:56.000 --> 00:20:57.440 Um, how is the day? 00:20:57.599 --> 00:21:00.000 What does the day look like, let's say, for those pupils? 00:21:00.160 --> 00:21:04.400 Are they partly outside, sometimes inside, um, on you know, in normal? 00:21:04.960 --> 00:21:05.759 Yeah, absolutely. 00:21:05.920 --> 00:21:09.519 And again, I think that's uh it's a really important point. 00:21:09.680 --> 00:21:25.920 We we are generally as a team keen to be outside, it's just in our nature, and obviously when you're applying for this job, it's it's it's the forest uh and people know when they're coming in there is an expectation that we like to be outside as much as possible. 00:21:26.079 --> 00:21:29.759 Um, but we would only do it if there was a benefit to the learning. 00:21:29.839 -->

00:21:35.759 You know, I'm not um people aren't told to be outside for X amount of time each day. 00:21:35.839 --> 00:21:47.440 It's just the opportunities that we can find as a team to make that learning more real, to take it outside to give it some context rather than it always being sort of abstract. 00:21:47.599 --> 00:21:52.160 Sometimes it can be learning outdoors, which for me is very different to outdoor learning. 00:21:52.240 --> 00:21:59.599 It's just literally taking that lesson and doing it outside because it feels better for the children. 00:22:00.160 --> 00:22:10.720 They appreciate the outdoors, the sound isn't banging up the walls, they've got space to learn to be themselves. 00:22:10.960 --> 00:22:26.960 But also, I think that's one thing COVID was really beneficial for um, you know, I can't think of much else, um, but it was that people feel better when they're outside and they realize that that that walk that we were allowed to do every day made everybody feel better. 00:22:27.039 --> 00:22:30.319 And I think that is something worth holding on to. 00:22:30.799 --> 00:22:46.799 Um, that even just taking your learning outdoors um can be really beneficial to the children and to you as it as a as a teacher and you as a parent to to be outdoors and to to feel that that boost that you get from from nature. 00:22:46.960 --> 00:23:23.279 Um so there is there is a balance between outdoor learning and then learning outdoors, and then just opportunities that we take, um, trying to give the teachers autonomy, taking, you know, if there's if there is a snowstorm or a hail storm, is that getting out and seeing what that feels like, you know, just diamonding tools and you know, if there's somebody spots something, or you know, there's a particular line of inquiry that somebody's found or done or spotted a mushroom or a fungi of some description, and you know, they'll they're just really curious and want to know. 00:23:23.440 --> 00:23:36.000 I mean, that is where I think real learning can can come in as well, is that ability to sometimes pause what you're doing and follow that line of inquiry for the children. 00:23:36.079 --> 00:23:42.799 And once you've got the hook for the learning, um you can then bleed that into everything else that that you're doing. 00:23:43.039 --> 00:23:50.799 Um these we're really lucky that we're part of the wider Mercaston community and that we have so many specialists on site. 00:23:50.960 --> 00:24:00.960 So, and we have the facilities in the senior schools, so the children use the science lab, they use the art room, they use the um the library up there. 00:24:01.119 --> 00:24:12.400 We we have an amazing sports um facilities um and sports teachers that come and work with the children, music department, um, all of the languages. 00:24:12.559 --> 00:24:30.000 And it's been so lovely to see the um the teachers, the specialist teachers come down and for us to say, could you could you do that outside, particularly with our nursery children who are always outside, um, you know, saying to them, is it all right if you if you do that lesson outside? 00:24:30.160 --> 00:24:32.559 And and for them to just be, yeah, of course. 00:24:32.640 --> 00:24:40.079 You know, it's been I think the team here is so passionate about what we're doing, it's um it's been absolutely wonderful. 00:24:40.240 --> 00:24:49.759 And I couldn't be uh prouder of the way the whole community has come together to support the forest um and to give the children all of those wonderful opportunities. 00:24:50.000 --> 00:25:02.240 Um so yeah, the uh having having the wider Mercaston base and being part of you know what eventually will be in 2020 the through school is is really exciting for us. 00:25:02.640 --> 00:25:02.960 Yeah. 00:25:03.200 --> 00:25:14.880 Have actually class teachers or or especially as teachers, have they then said because of the amount of time that children are spending outdoors, they've noticed that they are then able to concentrate perhaps better in class? 00:25:14.960 --> 00:25:17.519 And you know, has that had sort of knock-on effects? 00:25:17.680 --> 00:25:26.559 Uh that they're I think what we can recognise is our children love to be outside and they do still get very excited outside. 00:25:26.640 --> 00:25:45.920 I think uh right at the very beginning, um a parent voice, oh well, if they're all outs, if there were all outside all the time, will will that not just become the norm and become a no, no is the answer because the way that the natural world works, as we know, is it goes through its seasons and there's always something new um to learn about. 00:25:46.160 --> 00:26:01.839 I think um, and we all talk about it these days is regulation with children, regulation as adults, uh, we're becoming a lot more aware of what helps us to be able to learn, to be able to work, to be able to be ready for our day. 00:26:02.000 --> 00:26:21.759 And I think the outdoor learning and the opportunities for being outside definitely help the children with regulating, with being um ready to learn, to um enjoy the different opportunities, to enjoy the different settings that that we can present to them. 00:26:21.920 --> 00:26:26.240 Um they still get incredibly excited about learning and being outside. 00:26:26.319 --> 00:26:31.519 Um, so I don't think that'll ever fade, um, and nor would we want it to really. 00:26:31.920 --> 00:26:52.720 But um I would definitely say that I feel we've got a very fit and healthy bunch of children here, and it's always um interesting at the beginning of the year when we first start in September because we do a lot of hiking around our grounds, uh, particularly on Fridays, where we come off timetable later in the morning. 00:26:53.039 --> 00:27:01.920 And at the beginning of the year, there's a lot of huffing and puffing when we're on our hikes, and by the summer term, you know, they're running up the hills, they're super fit. 00:27:02.160 -->

00:27:15.519 Um, and uh they're just yeah, they're very resilient, they'll take a rough and tumble fall if they trip, or you know, they'll brush themselves off and up they get and go, and they're you know, they're they're strong. 00:27:15.759 --> 00:27:27.279 Um, yeah, I really do think it has so many benefits for the children, and they're excited to come to school, they want they want to be here, they want to come in and they want to learn. 00:27:27.599 --> 00:27:29.039 Yeah, no, I imagine. 00:27:29.200 --> 00:27:36.160 Um, and I presume I've been asking a lot of schools about the role of iPads and screens in schools. 00:27:36.400 --> 00:27:44.799 So I don't know why I I think well, there's probably not much iPads and screens in your in your school or in the forest. 00:27:45.039 --> 00:27:47.839 I think um it's it's a really difficult one, isn't it? 00:27:48.000 --> 00:28:00.000 Because we are um we want our children to be able to be as equipped as they possibly can be for their life ahead and for each stage in their educational journey. 00:28:00.319 --> 00:28:04.400 So we do have them, um, but they're not freely available. 00:28:04.559 --> 00:28:13.839 Um they they are stored in a charging trolley, and we have a certain number that can be used by any class um at any given time. 00:28:14.240 --> 00:28:28.640 Um I think for me the iPads um they're they're a really useful tool, um, but I've yet to see them replace um education in a sort of teaching sense. 00:28:28.799 --> 00:28:38.720 Um I think obviously we're all of us, um, parents, teachers, um, are aware of the rate at which education evolves and changes all the time. 00:28:38.799 --> 00:28:49.920 And obviously, at the moment there's a massive push to sort of revert revert away from from the screens and the iPads and get back to pencils and paper. 00:28:50.319 --> 00:29:02.079 Um, and obviously, there's the campaigns everywhere to reduce the sort of children's access to mobile phones and um social media and all of the um developments there. 00:29:02.240 --> 00:29:29.680 So I think we have to be really, it's a really careful balance that I think we need our children to be able to know um how technology can assist them and the tools that they will need, but at the same time, it's also making sure that the sort of fundamentals uh continue to play with the reading and the writing and they you know knowing how to use a pencil, handwritten letters, for example. 00:29:29.759 --> 00:29:34.079 I'm a bit bonkers about handwritten uh letters because it's just fading. 00:29:34.240 --> 00:29:50.079 Everybody, you know, everybody sends emails and um you know moon pick cards and things, and I really want to children to have that ability to be able to write a letter because there's nothing more special than you know, than a handwritten card or letter. 00:29:50.240 --> 00:30:12.319 Um so yeah, I can see the absolute benefits of of having iPads as a tool in the classroom, um, but we would definitely use them less, I suppose, than um other settings, um, just because it doesn't really benefit the children um in our setting as much. 00:30:12.559 --> 00:30:15.519 It it's a tricky one, it depends what you're looking for. 00:30:15.599 --> 00:30:33.920 Um I think as you say, that I think there's been some studies now that, you know, and it is quite sort of highlighted in the media about you know the uh RC abilities of children and other uh you know neurological pathways in the brain that do to all change with um machines and screens. 00:30:34.079 --> 00:30:39.039 So um, you know, I think parents also are sort of looking at less in school. 00:30:39.279 --> 00:30:43.119 Um now just I'm aware that uh six minutes to go, five minutes. 00:30:43.359 --> 00:30:52.160 So if a parent's have interested in the school, first of all, um oh I I forgot to ask you about wraparound care and extracurricular activities actually. 00:30:52.319 --> 00:30:59.920 Are there what sort of and also presumably children aren't in on a Saturday as they are maybe at the senior school or no? 00:31:00.000 --> 00:31:05.759 We we we with a day provision um and we are not open on Saturdays. 00:31:05.920 --> 00:31:12.319 Um we do have wraparound care, so we have a breakfast club that runs from quarter to eight. 00:31:12.480 --> 00:31:23.119 Um, and then we have clubs every day, extracurricular clubs that run from three till four with a variety which changes every term. 00:31:23.680 --> 00:31:27.200 Um you name it, we do it. 00:31:27.359 --> 00:31:40.880 Um, and then we also have further wraparound care from four till six o'clock, um, which includes um dinner in our dining hall, um, and uh a lovely hot meal at the end of the day. 00:31:40.960 --> 00:31:43.599 Uh catering team are outstanding. 00:31:43.920 --> 00:31:48.079 Um, so the children absolutely love that, it's very popular. 00:31:48.640 --> 00:31:59.519 Um, and the extracurricular spans many things, you know, the sports, the arts, dancing, um, taekwondo. 00:32:00.480 --> 00:32:05.359 Um I'm just trying to think of it uh off the top of my head. 00:32:05.440 --> 00:32:16.079 We have Captivate Theatre, we have um Play to Learn, Foot Forward, Earth Calling, Um Construction. 00:32:16.880 --> 00:32:34.319 Um, yeah, it just it just depends on on what the needs and wants of the children are, and we try to try to keep a variety um going uh just to make sure that the children have loads of opportunities um in in those hours after school. 00:32:34.720 --> 00:32:35.759 Right, lovely. 00:32:36.000 --> 00:32:48.160 Um, and so it what sort of pupil, if if you're a parent and you're trying to see whether the forest would be the right fit for your child, you know, what would you say what sort of child would thrive in a school like the forest? 00:32:48.960 --> 00:32:52.640 Well, I I I don't think there is a typical child here. 00:32:53.039 --> 00:33:08.640 Um we we have lots and lots, every child is an individual, um, and I think the best thing to do is to

come and see it for yourself, um, come and meet the children and the families, um, come for a tour, walk around, whatever the weather. 00:33:08.720 --> 00:33:19.039 We run the tours even in the most disgraceful uh weather because that is what happens here, and the children will be sort of going out uh regardless. 00:33:19.279 --> 00:33:24.960 Um, but you it's a bit tucked away over here um in Collenton. 00:33:25.119 --> 00:33:29.200 Sometimes I don't think people would know we were here if you didn't come through the gates. 00:33:29.519 --> 00:33:36.240 But come for a tour, come and meet the children, they will be the ones who will tell you the most about our school. 00:33:36.559 --> 00:33:45.519 Um and we our admissions team are um fantastic and we'll talk you through the process of how to do that. 00:33:45.759 --> 00:33:48.400 Um, and I do the tours, and Mrs. 00:33:48.480 --> 00:33:58.079 Murray, our head of nursery, does the tours, so we can answer any questions that you may have, but I really think you have to see it um to believe it. 00:33:58.480 --> 00:34:00.000 Like, because yeah, I know you have some open days. 00:34:00.079 --> 00:34:02.559 Have you had a play and stay day or something as well? 00:34:02.799 --> 00:34:04.079 Did you do that? 00:34:04.160 --> 00:34:10.480 We we just had our open day on Halloween, which was very witchy and wonderful. 00:34:10.719 --> 00:34:13.440 Um, what a brilliant day to have an open day. 00:34:13.519 --> 00:34:14.800 It was very good fun. 00:34:14.960 --> 00:34:42.719 Um, we do have another stay, uh we have stay and play for our forest families making Christmas decorations in a couple of weeks, but I do believe there is an open day plan for the spring and summer terms, and we also have our uh assessment days um just on the 15th and 16th of January for those families who might be looking to join in August. 00:34:43.360 --> 00:34:48.320 But we're also rolling recruitment out with the year um throughout the year. 00:34:48.480 --> 00:34:55.360 Sorry, so uh we've got a family joining us uh next week, I believe, who've um relocated. 00:34:55.440 --> 00:35:02.320 So that's very exciting, and the children are really excited to have uh a new family join and a new classmate. 00:35:02.559 --> 00:35:04.800 So yeah, we do do that as well. 00:35:05.199 --> 00:35:06.559 That all sounds fantastic. 00:35:06.719 --> 00:35:13.920 Well, um, unfortunately, I know we could probably chat for ages, but um I'd just like to say, Davina, thank you so much for coming on the podcast. 00:35:14.079 --> 00:35:20.559 I'm sure the listeners will see how passionate you are about everything and they'll be encouraged to come and see the forest for themselves. 00:35:20.719 --> 00:35:22.239 So thank you for coming on. 00:35:22.559 --> 00:35:23.440 Thanks for having me. 00:35:23.599 --> 00:35:24.960 Lovely to see you. 00:35:25.360 --> 00:35:32.960 You can find links to the forest at Mercaston in the show notes, or follow the forest at Merciston on social media. 00:35:33.679 --> 00:35:47.360 If you'd like to contact the show, email me at schoolguidepod at gmail.com or follow me on Instagram at Nursery and Schools Edinburgh, or purchase the magazine at nurseryandschoolguide.co.uk. 00:35:48.639 --> 00:35:54.800 If you enjoyed this episode, please subscribe on your preferred podcast platform and leave a review. 00:35:55.039 --> 00:35:58.480 A five star review helps others find the podcast. 00:35:58.719 --> 00:36:02.719 I'll be back next Wednesday with another independent school head. 00:36:02.960 --> 00:36:06.719 So thank you very much for listening and see you next week.