Alternative Education

Educational Experience for Children Aged 5-10


Nature to Nurture has worked collaboratively with Liverpool Hope & John Moore's University to help support and underpin our thinking and shape our pedagogical approach. Over the past three years, we have upskilled ourselves with the very best training to help us meet the needs of all children and deliver an inclusive programme. Furthermore, attachment theory lies at the heart of all we do so that children feel loved, safe, and secure. This will help them to develop a high emotional intelligence and self-efficacy that will set them up with future life skills. Our knowledge and understanding have enabled us to look at the environment and meet the sensory & physical needs of the children by implementing simple woodland strategies. We want children to embark on a journey of discovery by being given the opportunity to participate in experiential hands-on learning. We also believe that the outdoors helps engender the capacity for joyful learning and that free play in a natural environment supports children’s inborn desire to learn. It is for these reasons that we are National Pre-School of the Year winners in 2017, 2018 and 2019 at the Nursery World Awards and Outstanding in all areas for our Ofsted inspection at our previous site.

We aim to follow nature’s rhythms and adopt a slow approach to children’s play and development, making meaningful decisions as to what is right at each phase of your child’s unique journey. We will ensure that staff become reflective researchers, striving to gain a deep understanding of each child. Through a loving, nurturing and language-rich woodland environment, children feel safe to play and develop important life skills such as persistence, resilience, curiosity, creativity, and resourcefulness. Our ‘less is more’ approach enables children’s imagination and creativity to flourish. Children, in turn, become empowered, exploratory learners with very high emotional intelligence. We will also help children foster an appreciation, respect, and care for nature, which will then deeply embedded in their lives

Sessions are child-led and staff will facilitate opportunities for the children based on their interests. The children may also learn a variety of skills using tools, fire lighting, den building, environmental art as well as tree climbing, playing in the mud and making up games.
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CURRICULUM



The space that has been created to provide children between the ages of 5 and 10 the opportunity to engage in mixed-age groups, in a safe confined space without the interference of an adult within their play. Our sessions are designed to teach children one of the most fundamental life skills - how to be human. Not many children get the opportunity nowadays to spend 6 hours a day completely immersed in nature with the opportunity to engage in child-led play. Play in its purest sense is what the children who come to us get to experience. These playful moments are what teach children a whole range of complex skills and support the development of their executive functions and cognitive development. Our social relationships help us to develop a sense of belonging and I believe children do not get enough opportunities nowadays to develop these skills due to their overstructured lives.
What we do provide is a range of open-ended loose parts for the children to engage with, and if they do want us to build, construct or guide an activity then we will. They learn to problem-solve, turn-take, negotiate, be imaginative, have disagreements and resolve conflicts, regulate their emotions and collaborate. Essential life skills. I wholeheartedly believe that the educators are there to provide strategies that support children's emotional literacy skills, and if children want some guidance and to participate in the activities we have on offer, then it should be their choice to do so. For our home educated children, what we provide is an experience that enables children to engage in active learning that is led by children's own curiosity. Our approach is guided by the most influential theorists of our time Piaget, Vygotsky, Bruner, and Frobel and adopts a more constructivist approach to education, which is facilitated by experienced educators.
The most fundamental skill that young children should learn when they are in the forest, is how to develop their emotional intelligence and their connection to the natural world. This combination is what enables children to know what their values are, to develop ideas, reflect on their frustrations of self-directed learning and assimilate information that will hopefully set them up for life. What it is is play in its natural sense.

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INFORMATION