What is the difference between Forest School First Aid and standard paediatric first aid?

Forest School First Aid focuses on outdoor-specific emergencies like hypothermia, burns from campfires, and injuries from tools (e.g., knives or saws). It also covers managing incidents in remote locations with limited access to emergency services. Standard paediatric first aid is more generalised for indoor or urban settings, such as choking or febrile convulsions. The Forest School qualification includes additional content on environmental risks and prolonged care until help arrives.

How do I treat a child with hypothermia at Forest School?

First, move the child to a sheltered area and remove any wet clothing. Wrap them in warm blankets or a sleeping bag, and offer a warm drink if they are conscious. Avoid direct heat sources like hot water bottles, as they can cause burns. Monitor their breathing and consciousness, and call emergency services if symptoms worsen (e.g., loss of consciousness or no shivering). For infants, use skin-to-skin contact with a parent or carer if possible.

Can I use an adult EpiPen on a child under 5?

No, you should only use a paediatric auto-injector (e.g., EpiPen Jr) for children under 5, which delivers a lower dose of adrenaline (0.15mg). If only an adult EpiPen (0.3mg) is available, it can be used in a life-threatening emergency, but you must seek immediate medical help. Always follow the child's individual care plan and training from the course.

What should I include in a Forest School first aid kit for early years?

Your kit should include items for outdoor-specific injuries: sterile dressings and bandages for cuts, burn dressings, tweezers for splinters or stings, a foil blanket for hypothermia, and a paediatric auto-injector for allergies. Also include a whistle for emergencies, a torch, and a waterproof list of emergency contacts. Ensure all items are suitable for children under 5, such as child-safe scissors and hypoallergenic plasters.

How often do I need to renew my Forest School First Aid qualification?

The CTQ Level 3 Award in Forest School First Aid for Early Years is valid for 3 years. You must complete a full requalification course before the expiry date to remain certified. Annual refresher training is recommended but not mandatory, though it helps maintain practical skills.

What are the legal requirements for first aid at a Forest School?

Under the EYFS framework, at least one person with a current paediatric first aid certificate must be on-site at all times. For Forest School settings, the Health and Safety Executive (HSE) also requires a risk assessment that includes first aid provision. Your qualification must be specific to early years and outdoor environments to comply with these regulations.

How to Revise CTQ Level 3 Award in Forest School First Aid for Early Years — Certify Training Qualifications Vocationally-Related Qualification Health & Social Care

1. Understand the role of the forest school first aider2. Assess a range of first aid situations in order to provide emergency first aid in a forest school setting3. Provide appropriate paediatric first aid for a range of emergency situations and casualties in a forest school setting

Examiner Tips for CTQ Level 3 Award in Forest School First Aid for Early Years

When completing practical assessments, verbalise your thought process: why you are choosing a particular action based on the environment, not just what you are doing.
Study the specific contents and limitations of a forest school first aid kit, and practice improvising with everyday items found in a forest school kitbag.
Always verbalize your dynamic risk assessment of the scene before approaching the casualty, highlighting specific forest school hazards like uneven terrain or loose branches.
For each condition, explicitly state how your first aid adapts to the outdoor context (e.g., using spare clothing for hypothermia, improvising splints from sticks).
In simulated assessments, demonstrate effective teamwork and delegation, assigning tasks such as calling 999, directing others to fetch equipment, or maintaining the child's privacy and dignity.

Common Mistakes in CTQ Level 3 Award in Forest School First Aid for Early Years

Failing to reassess a casualty after initial treatment, especially when waiting for prolonged periods in remote locations; continuous monitoring is critical.
Assuming that outdoor first aid kits must be identical to indoor kits; neglect of improvisation using natural materials (e.g., using a jacket as a sling) is a common oversight.
Overlooking environmental risks during incident assessment, such as cold ground, rain, or poisonous plants, which can worsen the child's condition or cause secondary harm.
Applying adult first aid ratios (e.g., CPR compression depth/rate, recovery position) instead of age-appropriate paediatric guidelines.
Failing to consider the delayed emergency response times and not planning for extended care or evacuation from remote forest locations.

Key Marking Points

Award credit for demonstrating a systematic primary survey (DRABC) adapted to the forest environment, including scene safety assessment considering natural hazards (e.g., falling branches, water, adverse weather).

CTQ Level 3 Award in Forest School First Aid for Early Years

CERTIFY-TRAINING-QUALIFICATIONS

vocational

This subtopic equips learners with the essential knowledge and practical skills to act as a designated forest school first aider for early years settings. It emphasises the assessment and management of paediatric emergencies in outdoor, remote environments, where access to medical help may be delayed. Learners will demonstrate competence in providing life-saving interventions, using natural resources and improvisation where standard equipment is limited, while ensuring the safety and well-being of young children.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Delivering Forest School First Aid for Early Years

Forest School Paediatric First Aid

Topic Overview

The CTQ Level 3 Award in Forest School First Aid for Early Years is a specialised qualification designed for practitioners working with young children in outdoor, nature-based settings. It covers emergency first aid procedures tailored to the unique risks of Forest School environments, such as woodland, uneven terrain, and exposure to weather. This qualification is essential for ensuring the safety of children aged 0-5 years during outdoor learning activities, and it aligns with the Early Years Foundation Stage (EYFS) statutory framework.

The course focuses on practical skills like managing allergic reactions, treating hypothermia, and responding to incidents involving tools or natural hazards (e.g., stings, bites, or falls). It also emphasises the importance of risk assessment, communication with emergency services, and maintaining a calm, effective response. By completing this award, students demonstrate their ability to safeguard young children in dynamic outdoor settings, which is a key requirement for Forest School leaders and early years practitioners.

This qualification sits within the broader Health & Social Care curriculum by linking child development, outdoor pedagogy, and emergency care. It prepares students for real-world scenarios where standard first aid protocols may need adaptation for remote locations or limited access to medical help. Understanding this topic is crucial for anyone pursuing a career in early years education, outdoor learning, or childcare, as it directly impacts the safety and well-being of vulnerable children.

Key Concepts

Core ideas you must understand for this topic

→Primary survey and ABCDE approach: Assessing a child's airway, breathing, circulation, disability, and exposure, with modifications for infants and young children (e.g., two-finger chest compressions for CPR).
→Hypothermia and hyperthermia management: Recognising signs like shivering, lethargy, or flushed skin, and using passive rewarming or cooling techniques appropriate for outdoor settings.
→Allergic reactions and anaphylaxis: Identifying symptoms (e.g., hives, swelling, difficulty breathing) and administering auto-injectors (e.g., EpiPen) for children under 5, including correct dosage and injection site.
→Incident management with tools and natural hazards: Treating cuts from knives, burns from campfires, or stings from insects, while prioritising infection control and minimising distress.
→Emergency action planning: Creating a site-specific first aid plan that accounts for remote locations, weather conditions, and communication challenges (e.g., mobile phone signal loss).

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a systematic primary survey (DRABC) adapted to the forest environment, including scene safety assessment considering natural hazards (e.g., falling branches, water, adverse weather).
Expect candidates to justify their first aid actions with reference to statutory guidance for early years (e.g., EYFS framework) and specific forest school risk-benefit assessments.
Look for evidence of effective paediatric basic life support, including correct rescue breath and chest compression techniques for small children and infants, performed in an outdoor, uneven terrain setting.
Award credit for demonstrating a systematic primary assessment (DRABC) adapted to the outdoor environment, ensuring scene safety from natural hazards like unstable trees or water.
Candidate must show appropriate management of paediatric conditions such as choking, anaphylaxis, fractures, and hypothermia, referencing current first aid protocols and improvisation with forest school resources.
Evidence must include clear communication with emergency services and parents/carers, providing accurate incident details, location specifics, and ongoing care handover.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a systematic primary survey (DRABC) adapted to the forest environment, including scene safety assessment considering natural hazards (e.g., falling branches, water, adverse weather).
Expect candidates to justify their first aid actions with reference to statutory guidance for early years (e.g., EYFS framework) and specific forest school risk-benefit assessments.
Look for evidence of effective paediatric basic life support, including correct rescue breath and chest compression techniques for small children and infants, performed in an outdoor, uneven terrain setting.
Award credit for demonstrating a systematic primary assessment (DRABC) adapted to the outdoor environment, ensuring scene safety from natural hazards like unstable trees or water.
Candidate must show appropriate management of paediatric conditions such as choking, anaphylaxis, fractures, and hypothermia, referencing current first aid protocols and improvisation with forest school resources.
Evidence must include clear communication with emergency services and parents/carers, providing accurate incident details, location specifics, and ongoing care handover.

Assessment Guidance

Guidance for achieving higher grades

💡When completing practical assessments, verbalise your thought process: why you are choosing a particular action based on the environment, not just what you are doing.
💡Study the specific contents and limitations of a forest school first aid kit, and practice improvising with everyday items found in a forest school kitbag.
💡Always verbalize your dynamic risk assessment of the scene before approaching the casualty, highlighting specific forest school hazards like uneven terrain or loose branches.
💡For each condition, explicitly state how your first aid adapts to the outdoor context (e.g., using spare clothing for hypothermia, improvising splints from sticks).
💡In simulated assessments, demonstrate effective teamwork and delegation, assigning tasks such as calling 999, directing others to fetch equipment, or maintaining the child's privacy and dignity.
💡When answering scenario-based questions, always start with the primary survey (DRABC: Danger, Response, Airway, Breathing, Circulation) and state your rationale for each step. This demonstrates systematic thinking and prioritisation of life-threatening issues.
💡For questions on Forest School-specific risks, mention the importance of dynamic risk assessment and how you would adapt first aid for remote locations (e.g., using a whistle to call for help, or having a designated first aider with a charged phone).
💡Use precise terminology from the EYFS framework, such as 'safeguarding' and 'duty of care', to show you understand the legal context. For example, explain how your first aid response aligns with the EYFS requirement for 'providing a safe environment'.

Common Mistakes

Common errors to avoid in your coursework

Failing to reassess a casualty after initial treatment, especially when waiting for prolonged periods in remote locations; continuous monitoring is critical.
Assuming that outdoor first aid kits must be identical to indoor kits; neglect of improvisation using natural materials (e.g., using a jacket as a sling) is a common oversight.
Overlooking environmental risks during incident assessment, such as cold ground, rain, or poisonous plants, which can worsen the child's condition or cause secondary harm.
Applying adult first aid ratios (e.g., CPR compression depth/rate, recovery position) instead of age-appropriate paediatric guidelines.
Failing to consider the delayed emergency response times and not planning for extended care or evacuation from remote forest locations.
Misconception: CPR for a child under 1 year is the same as for an adult. Correction: Infants require two-finger chest compressions at a depth of 4cm, with a ratio of 30 compressions to 2 rescue breaths, and a slower rate of 100-120 compressions per minute.
Misconception: Hypothermia only occurs in cold weather. Correction: Hypothermia can develop in mild conditions (e.g., 10-15°C) if a child is wet, windy, or inactive. Early signs include shivering and confusion, and passive rewarming with blankets and warm drinks is critical.
Misconception: Anaphylaxis always involves a rash. Correction: Anaphylaxis can present without skin symptoms; look for respiratory distress, swelling of the tongue or throat, and a rapid drop in blood pressure. Always use an auto-injector if in doubt.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development (0-5 years), including typical physical and cognitive milestones.
•Familiarity with the EYFS statutory framework, particularly the safeguarding and welfare requirements.
•Completion of a general first aid course (e.g., Level 3 Award in Emergency First Aid at Work) is recommended but not mandatory.

Key Terminology

Essential terms to know

1. Understand the role of the forest school first aider2. Assess a range of first aid situations in order to provide emergency first aid in a forest school setting3. Provide appropriate paediatric first aid for a range of emergency situations and casualties in a forest school setting
1. Understand the role of the forest school first aider2. Assess a range of paediatric first aid situations in order to provide first aid3. Provide appropriate first aid in a range of situations, for casualties with differing conditions

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CTQ Level 3 Award in Forest School First Aid for Early Years

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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