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Restoring Confidence Through Nature
Our provision can support pupils across all key stages who may be struggling with attendance, engagement or accessing learning in school.
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This is a school-based, part-time intervention that complements the pupil’s existing education. The World Outside is not a replacement school or specialist SEND setting.
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Delivered on the school’s own premises, sessions work alongside the school’s existing support and focus on re-engagement, supporting improved attendance, emotional regulation, confidence and readiness to learn.
Safety First
Comprehensive risk assessments provided for every activity. Our staff are First Aid trained and DBS checked.
SEMH Focused.
Targeted support for pupils with anxiety, SEMH needs, neurodivergence or other barriers to engagement, subject to individual and group suitability.
Experienced
Forest School Leaders
Over 15 years’ experience, combining outdoor learning expertise with a strong understanding of education, behaviour and individual needs.
Nature-Based .
Delivered outdoors on your own grounds utilising Forest School principles to support regulation and engagement.
Calm Trusted Support
Time, space and trusted adults to help children feel safe, heard and supported.
Building Confidence & Connection.
Supports pupils to build confidence, self-regulation, engagement and positive relationships through practical, supportive outdoor learning.
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Our Approach
At The World Outside, we provide nature-based Alternative Provision on your school premises for pupils who are struggling with attendance, engagement, emotional regulation or accessing learning in the classroom.
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Our Forest School approach gives pupils time and space away from classroom pressures — time to play, explore, connect with nature, talk, follow their own interests and simply be themselves without the constant pressure to conform or achieve.
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Through trusted relationships, small-group support and meaningful practical experiences, we help pupils re-engage with school, build confidence and develop the skills they need to participate more successfully in school life.
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Our provision supports pupils to:
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improve engagement and attendance
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build resilience, self-esteem and confidence
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develop emotional regulation and readiness to learn
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build positive relationships with peers and trusted adults
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experience belonging and success within a small, supportive group
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have time to play, explore and follow their own interests
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develop practical skills and experience genuine achievement
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reduce barriers to learning and the risk of exclusion
If you would like to discuss whether this provision may be suitable for your school, please get in touch.
The Journey
A clear, supportive process from enquiry to tailored provision and ongoing review
Step 1
Needs Identified
The school identifies a group of up to 6 pupils with SEMH needs, anxiety or other barriers to engagement who would benefit from Alternative Provision.
Step 2
Proposal
School contacts The World Outside to discuss needs and we put a proposal together
Step 3
Assessment
Site & Pupil Suitability Visit — we assess the outdoor space, pupil needs and group dynamics to ensure the provision can be delivered safely and appropriately
Step 4
The Provision
Pupils attend weekly nature-based sessions on their school grounds, with existing one-to-one support attending where required
The school provides one or two teaching assistants, depending on pupil numbers and individual needs
Step 5
Outcomes
Regular reviews focus on emotional regulation, confidence, and readiness to learn.
Weather and Clothing
Sessions run in most weather to build resilience, but safety comes first. We cancel for severe conditions (high winds, storms).
Pupils need appropriate outdoor clothing and sturdy shoes
Safeguarding
Safeguarding is managed in partnership with the school. The World Outside follows its own safeguarding procedures and works within the school’s safeguarding arrangements, with any concerns reported promptly through the school’s Designated Safeguarding Lead (DSL).
Behaviour Approach
We view behaviour as communication and use a calm, relational approach focused on co-regulation, trust, consistency and emotional safety
Outcomes
Readiness to Learn
developing the confidence, regulation and focus needed to access learning
Positive Relationships
​developing trust, communication and connection with peers and adults
Increased Resilience
coping with challenge, setbacks and change
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Improved Attendance
helping pupils reconnect with school and extend their school day
Belonging & Connection
helping pupils feel valued, included and part of their school community
Engagement
increasing willingness to participate and learn
Confidence & Self-Esteem
building a stronger sense of capability and success
Emotional Regulation
developing strategies to manage feelings and behaviour