Wasps portfolio - Bradford Forest Schools Network

A guide for Playworkers, Teachers,
Childminders, Early Years staff and Parents
1

“I loved coming to the woods.
I want to come here every day
until I die.” Child age 11
“Despite the weather I enjoyed
the whole morning because it
was full of surprises” Child age 9
“Most of these activities were
new to us; many of the children
have not been to the woods
before” Primary Teacher
Wild and Safe Play Spaces „WASPS‟
is a BCEP programme funded by
BIG Lottery Playful Ideas.
2

Introduction
Hello and welcome to Wild and
Safe Play Spaces (WASPS). We
want to share with you the
experiences we have had playing
out in the Wild and Safe Play
Spaces of Bradford in the hope it
will inspire you to go with your
children and play out too.
Whether you are a child minder,
work in an afterschool club,
nursery, school or if you take your
own family and friends out to
play.
In this publication you will find
some wild places to go and play
in the Bradford district and ideas
of what to do when you get there.
You will also get some ideas of
how to keep everyone happy and
safe.
WASPS is a Bradford Community
Environment Project (BCEP)
programme funded by the Big
Lottery‟s Playful Ideas.
3

Outdoor play and its
importance
Play is a crucial part of children‟s lives. It holds many
benefits that go beyond the participant and which spread to
adults and the community. It helps children‟s physical,
emotional and social development. Whilst also helping them
take and mange risk.
Playing outdoors builds on these ideas
and offers a vast range of potential for this
to take place. There is also the
opportunity to shout, run, scream and to
be messy with no walls to constrict you
but an ever-changing space to be in.
There is flexibility and possibility within
everything encountered. Playing outdoors
allows children the opportunity to have
control and to build their confidence.
There is also that special something, that
feeling of discovery, peacefulness,
openness, diversity, exploration,
anonymity and wilderness.
Children can begin to feel a sense of
power and achievement if they can
manipulate and change their environment.
While children play they learn about that
space as well. They find out about
connections and consequences. This in
turn helps them see their place in the
world.
4

What are wild and safe
play spaces...
A space to run, a space to hide, a space
to find and to explore....
Wild spaces are about finding an area
that we, as adults cannot control but an
area in which we work with to provide an
exciting and challenging place for
children to play. It can be large or small,
but it should have plants, trees and a bit
of nature that the children can touch and
play with.
One of the things that wild spaces offer
for children, in terms of their „play value‟,
are infinite resources that can be used in
many different ways. Simon Nicholson
wrote about the theory of „loose parts‟. In
this he talks about how the number and
variety of flexible elements (sticks,
leaves, mud, rocks, conkers etc)
increases the play value of a space.
"In any environment, both the degree of
inventiveness and creativity and the
possibilities of discovery are directly
proportional to the number and kind of
variables in it."
Nicholson. S (1972) How not to cheat children: The Theory of Loose Parts
When you are looking for wild spaces to play in, look for the
number and variety of things that can be played with, and the
opportunities the space gives the children for play. It‟s good to
let children explore places which are close to them as they may
feel more secure and it also helps them grasp the local
geography.
5

The whole idea behind the WASPS programme was to look at
local spaces for children and to „put them back in to the eyes of
the community‟ We‟ve worked in built up areas where green
spaces were very limited but we have found places to run
sessions such as derelict land and pocket parks that are not
much bigger than the average living room, you just have to get
a bit more creative about what you can do in those spaces.
This is in no way intended to be a definitive list of places to go
in Bradford but is intended to give an indication of what local
spaces we have used and how we used them.
Maps are not to scale and are to help you identify sites. If you plan to use one of these sites please
go and visit first to make sure it is suitable and use an OS Map or similar for navigation.
Spaces to play, Sites
6

1. Judy woods
Description – Judy woods is a forty-hectare woodland, the third largest woodland in
the Bradford district. It is a predominately Beech woodland, which was very popular
back in the 18 th Century. The Beech is gradually being replaced by birch and oak,
which are the usual species to be found in this part of the country.
Location - Judy Woods is situated in south Bradford and has access points from
Meadway that is on the Woodside estate and Station Road, which is just off
Huddersfield Road.
1
Access - Bus no. 226 from Halifax will drop you off on Station Road. Bus no.
363 from Bradford and Bus nos. 226 & 227 from Halifax will drop you off on
Huddersfield Road (A641).
Owned by - Bradford Metropolitan District Councils Leisure Services and is
managed by their Parks & Landscapes Service – 01274 437789
We loved the beech trees in Judy woods
they lend the woods a real sense of
grandeur. There is lots of open space for
playing and making dens.
7

2. St Ives Estate
Description – St Ives Estate has a large area of woodland which varies from
coniferous plantations to broadleaf woodlands. The whole estate is on a slight hill,
with lots of open spaces, a sculpture trail and natural play areas.
Location - St Ives estate is between Keighley and Bingley. Access points are along
Harden Road (B6429) and Keighley Road. There are two car parking areas on the
estate.
1
Access - Bus no 616 from Thornton Road/Hollings Road stop will take you
direct to Bell Bank Wood off Harden Road (B6429)
Owned by - Bradford Metropolitan District Councils Leisure Services and is
managed by their Parks & Landscapes Service – 01274 437789
We love the variety in St Ives. In a relatively
small area there are lots of different types of
woodland, streams, ponds and fields. It also
good parking, play areas and a cafe.
8

3. Farcliffe Community Gardens
Description – The community garden is part of the grounds of Farcliffe and Lilycroft
Children and Family Centre. It has many natural features such as trees, log piles,
flowers and plants, big and small stones which are all good for natural experimental
play and a range of fixed play equipment. There is a slight slope at certain parts of
the site.
Location - Farcliffe and Lilycroft Children and Family Centre is on Farcliffe Road just
off Toller Lane, in Girlington, Bradford about 1.5miles from the city centre. The
entrance to the garden is through a gate near to where Farcliffe Rd meets Toller
lane.
Access - Buses that stop at these bus stops are the 617, 618 and the 619 that
travel from the city centre and back towards the city centre as well. Buses travel
every 10 to 15 minutes throughout the day. The 620 bus passes along Lilycroft Rd
which is a 5-minute walk away .
2
Owned by - Bradford Metropolitan District Councils. Farcliffe and Lilycroft Children
and Family Centre – 01274 436700
1
We loved what a lovely tranquil green space
Farcliffe and Lilycroft Children and Family
Centre garden offers in a very urban area.
9

4. Eastburn Playing Fields
Description – This is a well maintained park which is on a slight slope. There is a
large football grassed area in the middle. Around the edges is varying shrubs and
trees including some large oak trees. There is a range of fixed equipment and trim
trail at one side of the park.
Location – Eastburn Playing fields are just next to Airedale General Hospital, in the
Keighley Constituency.
1
Access - From Keighley Bus Station Bus number 66 will take you as far as
Skipton Road (B6256) before turning along Sutton Lane. Access points to Eastburn
Fields are off Skipton Road (B6256) along Green Lane and Green Close.
Owned by - Bradford Metropolitan District Councils Leisure Services and is
managed by their Parks & Landscapes Service – 01274 437789
We loved what a large open space Eastfield
Playing field is. The real excitement is at the
edges and in the hedges where there is lots
to explore.
10

5. Jerr Wood natural play area
Description – Jerr wood play area has been designed to enhance the natural
features of the site. It is a small park with fixed equipment in and a small woodland
and seating areas at either end of the field.
Location – Jerr wood play area is in Bingley. Access points along Binns Street and
Crownest Lane.
Access – The bus number 662 will take you to Main Street (B6265) in Bingley. From
here it is a walk up Park Road, right onto Charles Street, carry onto Mornington
Road, left onto Herbert Street, right onto Belgrave Road, then left onto Binns Street.
Owned by - Bradford Metropolitan District Councils Leisure Services and is
managed by their Parks & Landscapes Service –
01274 437789
We love how sensitively the developments have
been done to Jerr wood play area, with
excellent access into a small area of woodland.
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6. Park Wood
Description – Park wood is located behind Park Wood Primary school. The site is a
steep wooded slope, but has many pathways through the woodland. There are many
mature Beech, Oak and Birch trees. Paths are regularly used by dog walkers.
Location -. In the Parkwood area within the Keighley Constituency. There are
access points at the base of High Holly Garth, Delph Croft View and Dale View
Grove. Also on Primrose Street, off Parkwood Street at the other end of the woods.
Access – From Keighley Bus Station. The bus number 704 or 705 will take you as
far as Dale View Road. From here it is a short walk to the woods.
Owned by - Bradford Metropolitan District Councils Leisure Services and is
managed by their Parks & Landscapes Service – 01274 437789
We love the density of the trees in Park
wood which gives a feeling of wildness,
but the access is still really good with great
views across the valley.
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7. Wibsey Playing Field
Description – Wibsey Playing field is a large open space of land, split in to 3 levels,
the rugby field, the all terrain weather pitch and the upper level which is a scrubby
field. There are a few trees down on the lower level near the all terrain pitch. There
is a path which cuts right through the middle of the space and it is commonly used by
dog walkers.
Location - Located with the Wibsey area in the south of Bradford. The main access
point is on Northfield Road, rear entrance along Briarwood Drive..
Access - From Bradford, take Bus number 640 from M6A stop, or Bus number 571
from T3 to St. Enoch‟s Road/Oakdale Avenue, continue onto Northfield Road.
Owned by – Wibsey Primary school
Despite how unused Wibsey Playing field feels at
first we loved the opportunities it offers for local
children to play outside. There is lots of space to
run and play and make lots of noise without
disturbing anyone.
13

8. Heaton and Northcliffe Woods
Description – Open and accessible woodland with many paths through the area.
These paths are used to cut though to get to the park and playing fields that are
adjacent to Northcliffe woodland. There are a number of dog walkers and a stream
in the valley bottom.
Location – Fairly close to the City, with access from the main Bradford to Keighley
Road. The entrance to Northcliffe Woods is off Cliffe Wood Ave, Other access points
into Heaton woods are from Shay Lane.
1
Access - Bus Numbers 626, 662 and 623 from Manningham Lane will take you
to Bus stop Bradford Road/Norwood Terrace. From here it is a short walk onto Cliffe
Wood Avenue.
Owned by - Owned by - Bradford Metropolitan District Councils Leisure Services
and is managed by their Parks & Landscapes Service – 01274 437789
We loved what special woodlands these are to
Bradford. In Heaton and Northcliffe woods it
feels like you can be lost in the woods but still
be in the middle of Bradford. There are lots of
excellent fallen trees for climbing and sitting on.
14

9. Thornton Railway Woods
Description – Thornton Railway wood is a small woodland with Sustains cycle path
running alongside the wood. The path access goes by the side of the school but is
not yet finished on the other side (it is a dead end). There are small trees along the
route.
Location - Situated in Thornton in the West of Bradford. The entrance is along a trail
which runs behind Thornton Primary School and Children‟s Centre.
Access - Bus Numbers 607 & 696 from Thornton Road/Hollings Road stop will take
you to directly opposite Thornton Primary School. From there follow the trail to the
left of the school to the Railway Woods.
Owned by – Thornton Primary School and Bradford Council.
We loved the diversity of wildlife in Thornton
railway woods; we saw butterflies, minibeasts,
and birds nesting, all in a small area.
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10. Peel Park
Description – Peel Park was the first park in Bradford to be publicly owned. There
are a wide range of sport pitches and fixed play areas. The site has many formal
flower beds and a duck pond and mature trees.
Location - Situated in Undercliffe in the North of Bradford. The main entrance is on
Cliffe Road and there are entrances on Peel Park Road, Valley View Grove and
Lister Lane (A6171).
Access – From Bradford bus number 645 from M4 stop to Otley Road/Chatham
Street Stop. From here it is a short walk to Peel Park.
Owned by - Bradford Metropolitan District Councils Leisure Services and is
managed by their Parks & Landscapes Service – 01274 437789 with the support of
the friends of Peel Park. www.peelpark.org
We loved the openness in Peel Park, yet when
you look beyond the formal areas there are little
patches of trees and bushes that provide areas
for free play.
16

11. Ravenscliffe and Calverly Woods
Description –Ravenscliffe and Calverly woods stretch along the boundary between
Bradford and Leeds. Despite some areas being prone to fly tipping these are lovely
semi ancient natural woods with an interesting mix of wildlife.
Location - Ravenscliffe woods are right on the border with Bradford and the access
is from Ravenscliffe Avenue off Harrogate Road (A658) in the north of Bradford.
Access - From Market Street in the centre of Bradford take Bus Number 645 from
stand M4 to Ravenscliffe Avenue/Damon Avenue Stop.
Owned by - Leeds City Council 0113 3957400 and the Thornhill estate –01484
848643
We loved the number of little paths to explore
in Ravenscliffe woods. There is a real network of
places to walk and discover.
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What you can do there...
Springboards
The best way to encourage children‟s play and explorations in
Wild Spaces is by being open and responding to whatever
takes their interest, helping them develop ideas they have
come up with. However we have found lots of ideas that are
good starting points, especially if playing in wild spaces is
unfamiliar to the children you are with.
Treat these like springboards... there is no right or wrong way
to play in the woods these are starting points to encourage you
to experiment, explore and enjoy.
The next section of this guide is designed to be printed and cut
up into handy cards to take with you or help you prepare...
.............................................................................................
Springboards
Ways to encourage free play and self directed learning in natural environments
18

Springboards:
If you want to encourage free play and selfdirected
learning then these cards can give you
some starting points to introduce to the children.
They will develop these in many different
directions.
By observing and judging the levels of involvement
and immersion in what they are doing you can
judge when to introduce a new springboard.
Some need no resources other than the things you
find when you are in natural spaces and your own
imaginations. Some require some basic resources
that are widely available.
What to
bring:
Extending
the idea...
Stuff in bold is
definitely needed,
the other things
are optional.
These are just
suggestions you,
and the children
you work with are
bound to discover
many more ideas.
Useful to know: This section will give some safety points or useful bits of information
to help you offer this springboard.
.............................................................................................
Springboards:
Mud sculptures
Mud and clay can be used for
digging, squelching and creating.
Press small balls of mud onto trees
or walls, add grass and leaves,
stones and imagination
What to
bring:
Extending
the idea...
Hand wipes
Trowels, tools
and digging
sticks.
-Full size self
portraits
-body paint (arms
and legs)
Useful to know:
-Some Children (and adults) are squeamish about putting their hands into mud,
Calling it clay can help as can having all the wipes or washing stuff ready and on
display so they know they can get clean afterwards.
.............................................................................................
Springboards
Artworks
Using sticks
leaves and
other natural
things that have
already fallen or
died you can
create some
really effective
artworks.
What to
bring
Extending
the idea...
Paste and fabric
-Make it personal or
collaborative.
-create something that
reflects the experience you
have had and use to review
what has happened
-Make it huge! Or tiny...
Useful to know:
- Start with a frame of sticks placed on the ground if people are slow to be see the
possibility of making a picture.
-Use flour and water paste to fasten your creations onto cloth to make banners (dry
weather only!)
19

Springboards
Tracks and trails
Using sticks leaves and
stones make arrows and
crosses that guide you on a
route through the woods.
Look for animal tracks or
other signs that wildlife has
been in the woods, like
poo, fur and things that
have been nibbled or
gnawed.
What to
bring
Extending
the idea...
Use what‟s there.
-Drop feathers, flour or glass
pebbles through the woods
for a group to find
-leave clues at certain points
along the trail.
Useful to know:
- Split into two groups and lay trails for one another, it takes longer to lay a trail than to
follow it.
- If you have two groups, swap one person from each group so someone definitely knows
which way to go.
.............................................................................................
Springboards:
Rope string, knots and tying
Having plenty of different sorts of
rope, ribbon and string available
can lead to all sort of playful
opportunities. It also provides the
basic resource for lots of
construction. Use bright ribbons to
show boundaries.
What to
bring
Extending
the idea...
Rope, string, ribbon, lots
of different lengths.
-Rope swings,
-Low rope bridges,
-Mobiles,
-Dragging and moving
logs
Useful to know: Think very carefully about safety when playing with ropes.
-If rough and tumble play develops or physical play develops using rope and string e.g.
galloping „horses‟ with reigns observe closely and get group agreements over when the
game stops to ensure everyone‟s safety.
-If children want to put up rope swings then make sure you know how to recognise dead or
dying branches. Use the biggest tree you can find and go for a point near the trunk.
.............................................................................................
Springboards:
Crowns and masks
Using a base
made of card,
collect natural
materials that
can be fastened
on to make
crowns, mask or
headressess
What to
bring
Extending
the idea...
Card, scissors, double sided tape,
stapler.
-Camouflage your whole body and
creep through the woods unseen
-make brooches, necklaces, bracelets.
– fasten inside out masking tape to
wellies or waterproofs
-use fabric to make cloaks or capes
Useful to know:
- be careful not to damage any living plants use things that have already fallen or died.
-This can be great any time but is special in autumn when all the leaves have changed
colour.
20

Springboards:
Colours
Matching „rainbow chips‟ to
natural colours is a great way to
notice the different and
sometimes surprising colours in
the natural environment.
What to
bring
Extending
the idea...
Lots of pieces of
card with
different colours
-camouflage,
Hiding the colours
-Making rainbow
artworks
Useful to know:
-if something is growing then take the colour to it rather than collecting a living thing .
-It is harder but not impossible to do this in the winter
-choose colours that are possible to find, brighter colours may tempt people to pick up litter
instead of natural things.
.............................................................................................
Springboards:
Smells
What does nature smell
of? Have you ever noticed
that after fresh rain all the
smells of leaves and the
earth are heightened?
You can release smells
from leaves and plants by
scratching and mashing,
rubbing with a sponge or
add a little bit of water
and stirring it up with a stick!
What to
bring
Extending
the idea...
Collecting pots,
Water, sponges
-Cocktails,
-Perfumes,
-Stinks and
stenches
-Magic potions
Useful to know:
Make sure you have something to wipe hands with after all that leaf mashing
.............................................................................................
Springboards:
Listening
The sound of birdsong, the wind in
the trees.. how far away from street
noise are we?. These all contribute to
the sense of the wild space. Listen
out for what you can hear
What to
bring
Extending
the idea...
Ears!
-Play games that
rely on good
listening skills like
stalking games.
-Try and pick out
different bird
songs
Useful to know:
-You don‟t need to know about birdsong to start to distinguish their different voices.
-If you put your hands over your ears for the count of ten and then put your hands behind
your ears it makes them even more sensitive to different sounds
21

Springboards:
Natural paint and pigments
Use natural paint or
pigments to make paintings
or flags:
Try crushing or rubbing
leaves, dandelions, elder
and rowan berries and mud
against cloth to make flags.
Masking tape can be used
to make a pattern that
resists the pigment
What to
bring:
Extending
the idea...
Paint trays,
water, fabric,
masking tape
Hand wipes
-Use masking
tape to tape
leaves, feathers
etc to sticks to
make paint
brushes.
-Make full size
self portraits
Useful to know:
-These won‟t wash, permanent dyes can be made but these need a fixative. Books
are available on making permanent dyes from plants.
-If using berries learn to identify any that may be poisonous. If in doubt stick to leaves
and flowers or berries you know like blackberries and make sure everyone washes
hands before eating or drinking.
.............................................................................................
Springboards:
Whittling
Unless you are trained or very
experienced in working with
children and tools you won‟t want
to use knives to whittle with.
However, potato peelers are just
as effective for whittling wood.
What to
bring
Extending
the idea...
Vegetable
peelers.
Make wands,
walking sticks or
peel the bark
from sticks for
cooking with.
Useful to know:
-Forest School training is useful for those wanting to work with children and tools.
-Make sure people using peelers have plenty of space to work in.
.............................................................................................
Springboards:
Mini-dens and nests
“Oh no! They need a
home!” ...it could be soft
toys, fairies, boggarts or
minibeasts or an
imaginary creature that
children want to help by
making a home from
sticks , leaves and other
naturally found objects
What to
bring
Extending
the idea...
Small toys
Maybe they also
need gardens,
furniture and
playgrounds.
Use the
techniques
learned to build
full size shelters
Useful to know:
-Children might find it easier to understand what you mean if you begin by role
modelling and let them take over once they have the idea.
22

Managing the risks
STOP!!! Don‟t turn the page just yet... I know you thought
this was going to be the boring section, but just have a think
about the following things, then you can carry on...
• Taking a risk is vital to development. Think about it as setting a
challenge. Overcoming a challenge makes you feel good. Children need
and want to take risks when they play.
• We all manage risk all the time, crossing the street, making a cup of
tea, changing a lightbulb. Children need to be encouraged to manage
their own risks as it is how they learn about the world and how to interact
with it.
You will notice some children choose not to climb a tree, or take time to
think it over first and do it slowly, that is because they are managing their
own risk. Others will fling themselves into the air... they are managing
their risks too.
• There is good risk and bad risk. Bad risks are those children can‟t
control, like faulty equipment, dog mess and broken glass, avoid these
or remove them. Good risks are those children can control, like how fast
they move along a tree trunk or how close they get to a spider.
• Risks are not just physical; we have the opportunity to support children
to try all sorts of things that are outside their comfort zone, either
emotionally or socially. In wild spaces there are boundless opportunities
for children to come into contact with new experiences.
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There are some things that you will want to find out, or record
somewhere; (so you might as well put them on your Site Risk
Assessment)
Site Risk Assessment
Name of site
Location
Nearest public phone/
mobile phone
coverage
Nearest Postcode
Air access
Road access
Map ref
Land owner
Status e.g. nature
reserve
Time that it takes
for emergency
services to arrive
Last review
Assessor
Date
Signed
• When you visit a site think about the risks at all different levels:
Think about how the risks will change with the change of season or
weather and the change in confidence and mood of the children. The
check list on the next few pages will help you identify the risks on your
site:
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On your site;
Yes/No
1. Are there steep slopes and banks
2. Are there areas of uneven ground
3. Are there uneven paths/ path surfaces
4. Is there any areas that are liable to get muddy/ boggy
5. Is there deep water, pools, streams, rivers (poor hygiene around water courses
also can lead to Weils disease)
6. Areas that are liable to flood
7. Is there heath land, scrub or grass that could be a dry weather fire hazard
8. Is there very poor shade that could lead to sun exposure
9. Are children likely to be exposed to other elements- wind, rain, snow
10. Are areas used by the public (public right of way)
11. Are there dog walkers or unattended dogs
12. Is there a history of people drinking or using drugs
13. Is there a history of intimidation
14. Are there areas where children are not visible
15. Is there a history of fly tipping
16. Is there a history of littering
17. Are there vehicles (authorised and unauthorised)
18. Are there areas that are inaccessible to vehicles
19. Are there overhead power lines
20. Is there barbed wire
21. Are personal hygiene facilities not available
22. Are there plants with thorns (like Blackthorn/ Hawthorn) or poisonous plants
and fungi or plants which could cause allergies
23. Is there standing dead wood/ diseased trees
24. Are there wasps/ bees/ horse flies
25. Are there trees that are suitable for climbing
26. Are you in close proximity to buildings
27. Are there other risks (please specify)
25

If you answered yes to any of the above,
then those are the things you need to
think about if you are to keep everyone
safe. Remember on all sites check for
hazards above you, around you and on
the ground below you.
If you answered no to all of the
questions then what you are looking at is
not a wild space!
There will be hazards and risks in wild
spaces and it is important to think about
them and prepare for them. Some you
might want to avoid, like an area that
could flood after heavy rain. If you are
planning to have a picnic or a snack you
will need to bring something to wash
hands with.
Some you might want to plan for, like
having a spare set of clothes or
waterproof trousers and coats if there
are boggy places or lots of puddles, but
do not avoid wild spaces because of the
perceived risks. Allow children to
recognise the risks and hazards then
decide how to manage them for
themselves.
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Equipment and resources
Wild Spaces are good to stimulate play because most of the
„equipment‟ for play is already there. Following the theory of
„loose parts‟ (see page 5), the more flexible elements there are
in an environment then the more possibility there is for self
directed play. Wild spaces are abundantly resources already:
Sticks, branches, leaves, earth,
rocks, pebbles, pine cones,
running water, snow are all
really great resources for play
and encouraging children‟s
imaginative play with these
unlocks the potential of wild
spaces.
When you are thinking about
resources to take with you for
play in wild spaces think about
how those resources
compliment what is there
already. For example small
bags for collecting, magnifying
glasses for observing, rope and
string for combining existing
loose parts or building rope
bridges all compliment what is
there already. Observe how
children play already in wild
spaces and plan to bring
equipment that extends this
play rather than distracting their
attention into the sort of activity
that could be taking place just
anywhere.
27

That said there is equipment that you will want to
bring with you every time you take children into a
wild space for play. This is your safety equipment.
If you are taking your own children it may be a
simple bag with a few items for comfort. If you are
taking bigger groups, going out in cold or bad
weather, or going further away from your base,
you may want to take a bigger bag full of all sorts of useful
things:
Lets unpack a safety bag to see what is inside and you can use
this information to help you plan which things you will need to
take with you when you go to play in wild spaces.
Emergency
blankets. The silver
space blankets don‟t
take up much space.
A rope and a tarpaulin, to
make an emergency
shelter or a nice place to
sit and eat a snack.
Spare clothes like
trousers and socks
in case of accidents.
Hats and gloves or
sun hats.
First Aid kit, big
enough for
your group.
Trowel, gloves, toilet
roll and sanitiser gel,
in case there are no
toilet facilities nearby.
All double bagged.
Map
Spare carrier bags
Suitable sun
screen
protection
Your H&S file,
with contact
numbers and
copies of any info
you might need.
A mobile phone, with
coverage for the area
you are going to and
charged up.
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Case Studies
Case Study 1
Age of group: Key stage 2
Months:
January to March
Number of sessions: 8
Location:
Jerr Wood – Bingley
General description – We had been approached by Parks and Landscapes as they
were looking at improving a play area and they wanted the children‟s input. We set
up after school sessions for the children of the local school. Then from the play
sessions we ran we noted any comments the children made and the last session
was a family session, so we were able to get feedback from the parents and to
encourage use of the space once we had left.
Highlights –
Getting the parents involved in the
children‟s play
Having council departments listen to
children‟s requests
Having some dog owners cleaning up
after their dogs once they were more
aware that children played there.
Play can be a great
form of consultation; it
doesn‟t have to be
formal, just having a
great ability to listen
and understand the
children‟s ideas.
Lessons learnt – The children were asked in the beginning what they wanted in a
play area and they said swings, slides and climbing frames, all very traditional
equipment. But once the children were given the chance to play with nature their
ideas changed. They started wanting tree swings and tree houses, then things for
wildlife such as bird boxes and natural habitats. So providing the opportunity for
children to experience new things expanded their understanding of what was
available.
Feedback – The teacher that came out with us was surprised by how well certain
things worked for example we asked the children if they could sit quietly and draw
what they heard, the children took to this really well. The teacher said to us that she
thought the children would struggle doing things like this.
Observations – Initially when children fell over they seemed quite surprised and
almost like they could cry. We reassured them in a happy tone of voice and they
were fine.
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Case Study 2
Age of group:
14-16 year olds
Months:
May
Number of sessions: 4
Location:
Judy woods
General description- This was a group of young people who struggled in school. So
we took them out to the woods for a few afternoons and they were able to have fun
and challenge themselves.
Highlights –
Cooking a 3 course meal on a fire
Watching them develop their
confidence in an outdoor space in
such a short space of time
Making a swing
Lessons learnt – We did initially mark
boundaries for the children but it was
slightly pointless. The young people did
not need them as they were more than
capable of judging the risk themselves
and when you‟re playing hide and seek
with older people you do need a big
space!
Feedback – The leader which came out
with us said „the kids have loved the
freedom and space of the outdoors and
have a real interest in building. Behaviour
inside the classroom has improved as a
result‟.
Older children still need to
challenge themselves and as
an adult it can be difficult.
Sometimes their chosen
activities are out of your
comfort zone.
Practicing things and
activities first on your own
can be a great way to build
your confidence in order to
deliver that to the children
and young people.
Observations – Some of the young people did come in inappropriate footwear and
clothing even though we had had discussions about it previously it didn‟t pose too
much of a problem as luckily the site was fairly dry under foot.
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Case Study 3
Age of group:
4 and 5 year olds
Months:
January - March
Number of sessions: 10
Location:
Thornton woods
General description: Play sessions for children who had poor attendance at the
school and who had generally low self esteem.
Highlights:
Making snow angels and hunting for bears when
there were several inches of snow on the ground
In some cases over a 50% increase in a child‟s
attendance and being on time
A big improvement in children‟s speech and
confidence when talking to other children about
their experiences in the woods
Lessons learnt
The weather itself is
an amazing tool to
show children how
to care for
themselves and how
to care and look
after each other.
On some days the weather was very cold so making sure the children were dressed
suitably and were kept active was very important.
Feedback
When we asked the adult who came out with us from the setting about any
improvements in the children she stated: more confidence, talked more, relaxed,
adventurous, shared things, improved social skills.
A parent of a child who went out said „I feel very strongly this should be available to
every child every year! I feel this was a great opportunity to develop self-esteem,
safety, friends, language, confidence and is more relevant to my child than sitting
still‟.
Observations
We were concerned that the cold weather may upset some of the children and the
experience may become negative but we always took the cue from the children. We
showed them ways of keeping warm which became a very exciting game in itself and
we did sometimes cut the sessions a little shorter but we always went out!
31

Case Study 4
Age of group:
3 and 4 year olds
Months:
June-July
Number of sessions: 6
Location:
Parkwood woods
General description – General outdoor play sessions for a local nursery. It was
about a 20 minute walk up to the woods and the same back so the session were just
short of an hour long.
Highlights –
Making stone people and little dens for them, then
going back 6 months later to find that they are still
there.
The very little amount of input they needed from us
in order to play and explore themselves.
The capacity of young children to walk a long
distance uphill then still play happily for an hour.
Don‟t under estimate
how far children can
walk. Having a few
games or songs up
your sleeve helps
them enjoy the walk
and can make it
playful as well.
Lessons learnt – Thorough site checks are needed especially when working with
younger children as they do have a habit of picking up more things, so removing any
thing that may cause injury is important.
Feedback – We got a lot of lovely feedback off the parents with comments such as:
„I am much less over protective of her now‟
„My child talks a lot about his time in the woods. He talks about what he saw and he
does really enjoy it‟
Observations – A lot of young children love climbing, we cleared some stones from
under the trees and let the children climb. Even going a low distance of the ground
such as 30 cm can seem incredibly exciting and rewarding for younger children.
32

Further Information
Below is a list of books, websites, publications and organisations which have either
inspired us or we have found useful is some way. This list is not exhaustive, but it‟s
a good place to start!
Theory and research
Gill (2007) No Fear, growing up in a risk averse society Calouste
Gulbenkian Foundation
Louv (2005) Last Child in the Woods Algonquin books
Knight (2009) Forest Schools and Outdoor Learning in the Early Years
SAGE Publications
Macintyre (2001) Enhancing Learning Through Play Fulton Publishers
Brian (Forest Research) and Murray (New Economics Foundation) 2006 ‘A
Marvellous Opportunity to Learn – A Participatory evaluation of Forest School in
England and Wales’ .
Fifion Hughes and Lorna Jenner March 2007 ‘Pentre Forest School: March-
July 2006. An Evaluation of a Forest School Project’ Forestry Commission
Lester & Russell (2008) Play for a Change Play England –London
Children‟s Play Council (2002) More than Swings and Roundabouts
National Children‟s Bureau
Lester & Maudsley (2007) Play, Naturally: a review of children’s play
Play England
Activities
Mears (2002) Bushcraft – An Inspirational Guide to Surviving the Wilderness
Hodder & Stoughton
Kutsch & Walden (2001) Spring (summer, Autumn, Winter) nature activites
for children Floris Book
Danks & Schofield (2005) Natures Playground Frances Lincoln
Danks & Schofield (2005) Go Wild! Frances Lincoln
Cornell (1979) Sharing Nature with Children Exley
Publications LTD
33

Natural Spaces
Starr (2005) Woodland Management – A Practical guide The
Crowood Press
Wood (2001) Growing Spaces for Play ROSPA
Titchmarsh (2007) The Nature of Britain BBC Books
www.foresteducation.org
www.forestry.gov.uk
www.forestresearch.gov.uk
Other information which may be useful
The Play Ranger Guide – Wansdyke Play Association
Playing on the Wildside – Playwork Partnerships
Rope, swings, dens, treehouses and fires - Forestry Commission
www.muddyfaces.co.uk (for resources!)
Signposting
Council services
Bradford Councils Parks and Landscapes –
http://www.bradforddistrictparks.org/index.htm
Community Activities Play Development Unit - 01274 435495
Outdoor Activities and Education – 01274 435494
Play team:
West – 01274 437325
North – 01274 432044
Keighley – 01535 618025
South- 01274 431777
Shipley- 01274 437265
Voluntary, Community and Private sector
Eccleshill Adventure Play ground – 01274 613254
Kindling: Playwork, Forest Schools and Training –
www.kindlingplayandtraining.co.uk 07789 723061
Bradford Environmental Education Service – 01274 513102
Archimedes (forest school training) - 0114 2855534
Play Network – 01274 621534
34

Acknowledgements
A big thank you goes to the Big Lottery Fund who have made this all
possible. Without their support the 1000‟s of children may not have had
their unique experiences in the wild spaces of Bradford and this
document would not have been produced.
Further thanks to all the groups that have taken part and to the adults
and children whom we have all learnt valuable lessons from, The
departments at Bradford Metropolitan District Council especially the
Play team who helped us get on our feet and supported us throughout,
and Parks and Landscapes who helped make children‟s requests
possible and cleared spaces and made them safe for children‟s play.
A huge thank you goes to everyone from the BCEP office, they all
inputted in some way in to the project and to this document even if they
haven‟t realised it! An extra big thanks go to Liz Melling who helped
make the programme what it is.
Finally, Lily Horseman of Kindling who took on the role of bringing all this
information together. She undertook the mammoth task of trawling
through our archive to make this document what it is, drawing
information out of me that I long since thought I‟d forgotten!
THANKYOU
Jen Scott
35