How to Choose a Forest School: Questions Worth Asking Before You Sign Up

Forest school has grown a lot in the last decade, which is good news for choice and slightly trickier for parents trying to work out which setting is actually right for their child. Not every provider using the name runs things the same way.

Here’s what we’d ask, if we were a parent doing the choosing.

Ask about qualifications first

This is the single most important question, and the one that’s easiest to check directly.

Ask whether the session leader holds a Level 3 forest school qualification, and whether their DBS check is current. A properly run setting will answer this without hesitation, because they’ll be used to being asked.

It’s worth knowing that Levels 1 and 2 don’t qualify someone to lead sessions with children. Level 1 suits an adult with a general interest, and Level 2 is an admin and management qualification. Only Level 3, alongside a DBS check which is the default, means the adult in charge is trained to lead your child’s group.

Ask what a typical session actually looks like

“We do forest school” can mean quite different things in practice. Ask for a description of a normal session, not just the highlights.

Things worth knowing:

• How long does a session run, and how much of that is walking to and from the site versus actual forest school time?
• Is the group in the same woodland location each week, or does it move around?
• What’s the adult-to-child ratio, particularly for younger children?
• What happens in bad weather, cancellation, or pressing on regardless? And what do you as the parent need to provide to cope with the weather?

If a provider is vague on these, it’s worth a bit of gentle persistence, or a trial session to see for yourself.

Ask about risk, and how it’s handled

Good forest school involves real risk, tools, fire, climbing, and that’s a feature, not something to be nervous about. But it should be supported risk, meaning it’s been thought through in advance.

Ask what risk assessment process they use, and how new activities like fire lighting are introduced to a group. A confident, specific answer is a good sign, even if the answer is that fire is not allowed in their setting (you’ll have to decide if a fire circle is a deal breaker for your child). A shrug is not.

Ask about group size and consistency

Small, consistent groups tend to get more out of forest school than large, shifting ones, simply because leaders can pay closer attention and children build real relationships over time.

Ask how many children are in a typical session, and whether it’s broadly the same group each week or a rotating mix. Both can work, but it changes the experience, and it’s worth knowing which you’re signing up for.

Ask what happens when your child doesn’t want to join in

Not every child wants to whittle a stick or cross a log on their first visit, and that’s completely normal.

A good session leader has an answer for this that isn’t pressure. Ask how they support a reluctant or anxious child, and whether there’s space for a child to watch first and join when they’re ready.

Ask about fees, insurance, and what’s included

Practical questions matter too, even if they’re less exciting than mud and fire.

• What does the fee actually cover, and are there extra costs for equipment or trips?
• Does the provider hold public liability insurance, and are they willing to confirm this?
• Is there a trial session available before committing to a term’s booking?
• What’s the cancellation and refund policy if your child is unwell or the weather forces a session off?

None of these questions are awkward to ask a properly run provider. If anything, asking them tends to reassure a good setting that you’re a parent who’s done their homework.

Trust what you see, not just what you’re told

Wherever possible, visit a session in progress, or ask to observe from a distance before committing. What you’re looking for isn’t tidiness, forest school is meant to be muddy, but calm, attentive adults, children who look genuinely engaged, and an environment that feels used rather than pristine.

Watch how the leader talks to the children too. Warm but clear, with obvious boundaries around tools and fire, tends to be a better sign than either strict formality or a completely laissez-faire approach.

Red flags worth taking seriously

Most providers are well-intentioned, but a few warning signs are worth acting on rather than explaining away.

• Reluctance or vagueness when asked about the leader’s Level 3 qualification or DBS status
• No clear risk assessment process, or a dismissive response when you ask about it
• Very large group sizes with no visible extra adult support
• No trial session or observation option offered at all
• Pressure to commit to a long booking before you’ve seen a session in practice
• Not asking you for dietary preferences or if your child has any medication/additional needs at the point of signing up

None of these on their own is necessarily disqualifying, but more than one together is worth pausing over.

What good communication looks like once you’ve joined

Choosing well doesn’t stop at signup. A good provider keeps communicating clearly once your child is attending regularly.

Look out for:

• Clear updates about what’s planned for upcoming sessions, especially anything involving fire, being offsite or new tools
• A straightforward way to raise a question or concern, and a genuine response when you do
• Honest updates if your child had a difficult session, not just the good news

Choosing well isn’t about finding the “best” forest school in some abstract sense. It’s about finding one where the qualifications check out, the risk is genuinely supported, and your particular child is likely to thrive.