Forest Schooling UK CIC has continued to deliver specialist alternative provision and therapeutic education for children and young people, particularly those with Social, Emotional and Mental Health (SEMH) needs, trauma backgrounds, school avoidance, emotional dysregulation and disrupted educational experiences. Throughout the reporting period, the organisation has expanded both its reach and impact across Kingston upon Thames and surrounding boroughs through a combination of outdoor learning, relational practice and highly personalised educational support. During this period, Forest Schooling UK CIC: Delivered daily alternative provision sessions across multiple woodland and outdoor learning sites. Supported children and young people referred through schools, local authority services and SEND pathways who were at risk of exclusion, placement breakdown or disengagement from education. Continued to develop its relational and trauma-informed curriculum model, combining emotional development, behaviour support and academic learning. Provided personalised learning pathways including functional skills, AQA Unit Awards, project-based learning and preparation for adulthood opportunities. Delivered targeted behaviour and emotional regulation interventions designed to improve resilience, confidence and engagement with education. Worked closely with families, carers and professionals to create consistent support around individual young people. Offered volunteering, environmental and animal-care opportunities that promoted responsibility, confidence and connection to the wider community. Strengthened partnerships with local organisations, environmental groups and educational services to increase community engagement and sustainability opportunities. Successfully progressed the development of Berrylands School, a new independent special school for young people aged 7–16 with SEMH needs, following approval from the Department for Education. Berrylands School represents a significant milestone in the organisation’s development and has been created specifically for young people whose experiences in mainstream education have often been characterised by exclusion, anxiety, trauma or repeated disruption. The school operates through a predominantly outdoor and non-institutional model, utilising woodland spaces, shepherds’ huts and small purpose-built learning environments designed to reduce stress and support emotional safety. The approach prioritises relationships, co-regulation, therapeutic practice and meaningful engagement with learning. These activities continue to provide substantial public benefit by: Supporting vulnerable children and young people to remain engaged in education. Reducing exclusions and risk of placement breakdown. Improving emotional well-being, self-esteem and resilience. Supporting local authority early-help and inclusion strategies. Providing specialist SEMH support within the local community. Promoting environmental awareness, outdoor learning and positive social development. Creating meaningful alternative pathways for children who may otherwise struggle to access education safely and successfully.

Forest Schooling UK CIC continues to consult regularly with stakeholders to ensure its provision remains responsive, effective and aligned with local community needs. During the reporting period, consultation and engagement activities included: Regular review meetings and ongoing communication with parents and carers. Feedback gathered from referring schools, local authority professionals and partner agencies. Ongoing partnership work with Achieving for Children and local SEND, safeguarding and inclusion teams. Consultation with young people attending provision to help shape projects, activities and approaches to support. Multi-agency meetings involving education, social care, therapeutic and safeguarding professionals. Engagement with community partners, environmental organisations and local landowners to support sustainable outdoor learning opportunities. Staff consultation and reflective practice discussions to strengthen Forest Schooling UK CIC’s relational and trauma-informed approach. Feedback throughout the year continued to demonstrate strong support for the organisation’s specialist model of provision. Stakeholders consistently identified strengths including: Positive and trusting relationships between staff and young people. Improved attendance, engagement and emotional regulation. Flexible and highly personalised approaches to education. Safe, calm and non-institutional learning environments. Strong communication with families and professionals. Improved confidence, well-being, and readiness for learning among young people attending provision. Consultation outcomes also highlighted increasing demand for both alternative provision and specialist SEMH school placements, reinforcing the continued need for accessible, relationship-based educational provision within the local area.

Directors received remuneration strictly in accordance with the CIC’s governing documents, relevant legislation and Companies House requirements. All remuneration during the reporting period was: Proportionate to the duties and responsibilities undertaken. Appropriate to comparable roles within the education and specialist provision sector. Approved through appropriate governance arrangements. Fully declared within the organisation’s annual financial accounts. No director received excessive remuneration, benefits or payments outside of the agreed and transparent compensation structure.

No transfer of assets other than for full consideration