It is very important to us that we track the impact of the work that we invest in. Please see below for some examples of the impact that our educational programmes are having.
Outcomes for Teaching Trees
In 2015 we reached 3266 children with Teaching Trees, taking 73 different schools on 103 visits. We raised £67,168 towards the cost of Teaching Trees, and spent £66,922.
Feedback from teachers was extremely positive:
100% rated the visit ‘Excellent’ at giving their group a better understanding of woodlands and wildlife.
100% said the visit achieved what they wanted for their group AND encouraged enjoyment of the outdoors (with 90% saying ‘excellent’ and 10% ‘good’).
100% said it would encourage them to visit this or other woods with their class (90% strongly agree and 10% agree).
Longer term impact of Teaching Trees:
Participants (both children and teachers) gain a better understanding of woods, and the need to proactively manage them.
Children become more engaged with related school subjects, through memorable visits to woods. The Teaching Trees experience builds their confidence, communication skills and social skills.
Teachers develop better skills to bring subjects (such as food chains and biodiversity) to life by leading their own visits to woodlands.
The RFS develops new partnerships with wood owners, schools, government and voluntary sector bodies.
Stronger relations are forged between wood owners and local communities, leading to more visits led by teachers, more education initiatives run by owners and increased public access.
Communities become more aware of the impact of human activity on woods and wildlife (this awareness should influence their decisions for example on fuel, and it should help reduce anti-social behaviour such as vandalism, littering and unauthorised off-road motorsports). Already Teaching Trees has led to 2 community litter picking events in Battram.
Participants are more likely to return to woods with their families and more likely to visit woods as adults, contributing to their lifelong health and wellbeing.
Children are inspired to consider the role of rural workers, particularly foresters. Opening their eyes to such careers helps to ensure a pipeline of new entrants to the sector.
 These anticipated benefits are based on our project evaluation, including feedback from teachers we work with, together with research published by King’s College, Natural England and the Forestry Commission. (Understanding the diverse benefits of learning in natural environments, King’s College, 2011, Childhood and Nature Survey, Natural England 2009, Review of the research evidence of the role of trees and woods in formal education and learning, Forest Research 2010.)