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Take a few moments to read our guidance to give you an idea what you can expect, and what will be expected of you. This will really help you to get the most from your experience.

Whether you’re camping under canvas or staying in one of our residential centres, there’s lots about the way we camp as a group which may be new to you – this guidance introduces Woodcraft Folk’s approach to:

• mealtimes
• chores and ‘clans’
• programme activities
• free time for adults and children
• staying safe
• working together

Most volunteers will attend a shorter, usually local, camp for their first time away with a group. Larger camps, such as our International Camps or UK-wide Venturer Camp are much more involved, with plans taking shape over months or even years!

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In Scotland wild camping is permitted in open country, even if the land is privately owned. Groups taking advantage of this right should do so responsibly, and ensure that they adhere to the Scottish Outdoor Access Code – and in particular:

• Camp in small groups – perfect for a Venturer expedition, but not for a district camp
• Don’t stay in the same place for more than 1 or 2 nights
• Take all litter away with you 
• Use a stove or raised fire bowl rather than a fire on the ground – see guidance on lighting a fire safely whilst wild camping here. 
• Toilet more than 30m from water (stream/river/lake) 

More information and advice is available from Outdoor Access Scotland.

In England & Wales it is only possible to wild camp with the landowner’s permission, even on land included in the “Right To Roam”. The exception to this is the Dartmoor National Park – though there are still rules that you will need to follow carefully, and even this is currently under threat due to an ongoing legal challenge – visit the Right To Roam site to find out the latest from the campaign to protect wild camping on Dartmoor and see how you can get involved.

Camping on privately owned land must be organised in advance of the trip with plenty of time to understand the expectations. If your group has permission from the landowner to wild camp you should follow any ground rules you are given regarding fires, cooking, pitching tents etc.

Bivvying 

Another option for a back-to-basics experience is an overnight bivvy – sleeping under the stars without a tent.

Often groups will walk with their kit and food to a place to spend the night, this can be done as an event within itself or as a night away at camp – as with wild camping if you are in England or Wales remember to get landowner’s permission.

Survival bags or bivvy bags are essential for this activity – these are a large bag made of tough plastic (or occasionally of waterproof fabric) in which to put your sleeping bag to stay warm and dry.

Cooking on small camping stoves such as Trangias is a good experience young people to plan and prepare their own meals in small groups when bivvying. Older groups can carry their own food and kit and walk to their bivvy site.

Younger or less experienced campers could have a bivvy within the tent circle, or on another part of the site away from the sleeping tents to experience sleeping out under the stars.

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This badgework has been funded by the Royal Society of Chemistry to help young people learn about and explore how chemistry and science can help us make positive change towards our earth’s future.

We know our groups already do lots of important activities about the climate crisis and many have taken social action to help promote change. This badgework and activities aim to help groups further their scientific knowledge and understanding whilst also having fun!

Suggested badgework activities 

We would love for as many of our young members as possible to take part in earning the Take Action for our Planet badge. Not all groups are the same so feel free to choose activities that suit your group from the below ideas or think of some of your own that demonstrate chemistry against the climate crisis. We suggest completing at least 3 of these activities for your group to be awarded their badges.

Feel free to share any pictures or results of these activities to us at lauren@woodcraft.org.uk all registered Woodcraft Folk Pioneer and Venturer groups will have received cloth badges in the post. Please do get in touch if you would like to order more.

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This checklist will ensure that your planned activity meets Woodcraft Folk’s minimum expectations for overnight activities with children & young people, and should be completed by the volunteer responsible for the activity not less than 7 days before the event.

Please enable JavaScript in your browser to complete this form.

Name *

First

Last

Name of Group / District *

Email *

Start date of proposed activity *

Approximate number of volunteers *

Over 18

Full Names of Volunteers Attending *

Venue or location *

End date *

Approximate number of participants *

under 18

Name of camp/event co-ordinator *

Name of camp/event safeguarding lead *

This cannot be the same as the camp/event co-ordinator

Which age groups are involved as participants in this event?

• Woodchips (under 5)
• Elfins (age 6-9)
• Pioneers (age 10-12)
• Venturers (age 13-15)
• DFs (age 16-20)

Event Management *

• A site visit has been completed (or the group is already familiar with the site/venue)
• At least two registered volunteers aged 18+ will be supporting the trip
• Minimum child/volunteer ratios will be met

For mixed-age groups, volunteers have been identified to be responsible for each age group *

• Yes
• No
• Not applicable for this event

Volunteer screening & training *

• Any adults (including 16-20 year olds taking responsibility for others) have undergone relevant volunteer screening, including referencing, Enhanced DBS check or PVG membership
• Event co-ordinator & safeguarding lead have (as a minimum) completed a Level 1 Safeguarding course, the NYA ‘Safeguarding in a Youthwork Setting’ online course, or equivalent training
• All volunteers are familiar with Woodcraft Folk’s Safeguarding Policy, Code of Behaviour and other relevant procedures, and know how and when to raise and share concerns

Managing risk *

• A safeguarding plan covering the proposed activity has been completed and shared with all volunteers
• A risk assessment has been completed and shared with all volunteers
• A first aid needs assessment has been completed, and suitable first aid cover is in place
• Planned activities are covered by Woodcraft Folk’s Public Liability Insurance

External instructors with suitable insurance cover have been engaged to lead activities not covered by Woodcraft Folk insurance *

• Yes
• We are not using external instructors for this event

Participants & programme *

• Informed parent/carer consent has been given for all participants under 18 to attend the camp/event
• Health and emergency contact information (including disability, additional needs, health conditions, allergies & dietary requirements) has been obtained for all participants (including adults/volunteers)
• A briefing has been given to participants and volunteers outlining expectations
• A programme of activities has been planned and agreed, appropriate to the age, ability and number of participants, and which can be safely and effectively delivered by the available volunteers

Transport *

• Any volunteers who are transporting children or equipment to site have the appropriate licence, insurance and skills to do so safely and legally

Personal and communal equipment being transported in vans or lorries does not exceed the maximum permitted weight *

• Yes
• We are not transporting equipment for this event

Any other relevant information

Submit

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You can base your own plan on our Google Doc template (remember to click “create a copy” to make an editable version), or download the template as a Word document from the right hand side of this page.

For advice on completing risk assessments for your group’s activities you can watch our Risk Assessment webinar, led by Andy Taylor, Head of Centres at Woodcraft Folk.

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Sexual rights are human rights, but are often overlooked within rights education programmes for young people. These resources are seek to address this gap, and ensure that our groups are places where young people can explore what makes a good relationship, so that they can build healthy relationships in the future.

This pack can also be downloaded from the IFM-SEI website in a range of other languages, including French, German, Spanish and Finnish.

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At Woodcraft Folk we are passionate about living as one world, working together to make our social and natural world a better, brighter, fairer and more sustainable place. This summer we are hosting Common Ground international camp. We will welcome around 2,500 people from all over the world and come together in solidarity to have fun, make new friends and take part in activities, workshops and games.

We list below useful links to resources on international friendship – don’t forget to tag us in any photos of activities you try!

Spanning the world with friendship!

Preparation for Common Ground is well underway and groups are getting ready in many different ways …. 

This half-term we are focusing on sharing activities around international friendship to help us be ready to welcome our international friends this summer to the UK and to our camp.

When we are introducing international friends to our groups we can also begin to think about how we will welcome our guests this summer and what activities we can do together that remove language barriers, create friendships and memories to allow us to stand on common ground together. The activities are equally as relevent to other youth leaders who want to explore internartinal friendship.

Additional international friendship themed activities and ideas can be found in our activities catalogue under the environment and adventure topics. We have shared a variety of activity ideas below for a range of ages.

Woodcraft Folk is committed to international solidarity and spanning the world with friendship. We are an active member of the International Falcon Movement and participate in a wide range of projects, seminars, exchanges and international camps. You can find our latest international opportunities here – please spread the word with your group!

Coming up

Some useful reminders for events and activities in June!

• June is pride month! We welcome members of all genders and sexual orientations at Woodcraft Folk and we work to educate our members so that they may take action and speak up on issues such as oppression and discrimination in the wider community to help break down harmful and outdated stereotypes. The IFM-SEI Gender Equality Handbook is a useful resource for groups wanting to run sessions during pride month. 
• Common Ground – We are encouraging those already signed up to the camp to get involved with our volunteering opportunities which are listed here – we would love international attendees to sign up! Don’t forget to check out our Common Ground activity pack to help your group learn more about Common Ground! The IFM-SEI also have a really useful activity guide on the theme of co-operation. 
• With camping season around the corner, now is the perfect time to practice putting your tents up! Don’t forget to check out our centres when thinking of booking your trip, which offer stunning locations and essential facilities plus a range of fun activities from canoeing to abseiling for campers. From being able to sleep under the stars in the Burrow at Biblins, to exploring breathtaking scenery at Lockerbrook, located in the heart of the Peak District National Park, our centres really do have something for everyone.

Taking action – fundraise for Champions for Children

We’re launching our “Champions for Children” fundraising campaign on 14th June 2022 to share free Woodcraft Folk activities with disadvantaged children across London! 

Can your youth group help by running a fundraising event like a cake sale, sponsored walk or pea fayre? Host an event before 19th June, and everything you raise will be doubled by our match funders! Look for information on how to host an event here:

Donations can be made online here between 14th-21st June and every donation will be doubled. Find out more and how you can help by sharing the campaign here.

Group activity

How bad are bananas?! Following on from our fantastic All Change residential at Cudham over the Easter holidays young members from New Barnet, Waltham Abbey, Hornsey and Sheffield have facilitated sessions and games of ‘How bad are bananas’ with their local groups. In the game, players learn about carbon footprints and how our everyday actions can have an impact on our environment.

Why not try playing the game with youth group! Contact lauren.karstadt@woodcraft.org.uk for more information on the game.
 

Don’t forget to tag us on social media or share photos and news with us of what international friendship activities you get up to this term – whether you are inspired to try our ideas or come up with your own we would love to hear! Please let us know what themed activities you would like us to supply next half-term.

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Children and young people should not be excluded from Woodcraft Folk activities based on their ability or support needs, neither should they be excluded based on the ability/availability of their parent or carer to support group activities. Group leaders will work with the child, their parents/carers and other professionals who understand their needs to create a support plan who enable they have a positive experience at group and camp. When creating a support plan thought will be given to the level of support and whether or not one to one support is required – if so the group will seek to recruit a dedicated volunteer or access specialist funding where available.

The Equality Act

The Equality Act (2010) says changes or adjustments should be made to ensure individuals with a disability can access:

• Education
• Employment
• Housing
• Goods and services (e.g. shops, banks, cinemas, hospitals, council offices, leisure centres)
• Associations and private clubs (e.g. Scouts, Guides and Woodcraft Folk, golf clubs and social clubs)

An individual should never be asked to pay for the adjustments.

What Is Reasonable Adjustment?

Adjustments only have to be made if it is reasonable to do so. What reasonable is not defined in law, but will depend on things like:

• The individual’s disability
• How practicable the changes are
• If the change would overcome the disadvantage disabled people experience
• The size of the organisation
• How much money and resources are available
• The cost of making the changes
• If any changes have already been made

Reasonable adjustments could include:

Changing the way things are done

If practice, whether formally or informally, makes it harder for a disable person to access, adjustments could include:

• More time spent explaining activities and expectations
• A volunteer available to help guide the individual
• Adapting games and activities to include all participants e.g. less running around, using larger objects
• Providing optional/additional activities for those wanting to take time out of the group e.g. craft, reading corner
• Differentiating activities for group members
• Encouraging work in small groups or clans, supporting all members to co-operate and contribute
• Celebrating everyone’s achievements and contributions

Changing a physical feature

Most Woodcraft Folk groups hire venues, and should consider access when choosing a venue. If reasonable adjustment is required, group leaders may need to ask the premises owners to make adjustments to the fabric of the building. This could include:

• Installing accessible toilets
• Providing ramps or stairlifts
• Widening doorways or installing automatic doors
• Providing additional lighting and signage

Providing extra aids or services

Offering additional equipment, or a higher level of support, can enable a disabled adult or child to access a group or activity more effectively. This could include:

• A portable induction loop for people with hearing aids
• Accommodation in a smaller dormitory/tent
• Provision of a camp bed
• Creation of social stories
• BSL interpreters
• Adapted equipment e.g. climbing harness
• Providing information in alternative formats, such as Braille or audio-described video
• Extra staff or volunteer assistance

Recommended Practice

1. Don’t make assumptions – individuals will have different needs and different coping strategies
2. Before a disabled young person starts in a group, leaders should meet with them and their parent/carer to discuss how Woodcraft Folk can best reduce any barriers to them participating and meet their needs to ensure a positive experience for all; it is important to give space for the young person to be heard, which may include having a meeting without their parent
3. Group leaders should seek training and expert input, including (with permission) from the child’s medical professional, school or other adults who support the individual to engage in group activities
4. Agree a start date and times to review the arrangements, the frequency of which will depend on the needs of the individual
5. Where beneficial, recruit a volunteer to provide one-to-one support
6. Group leaders, with the young member and their parent/carer, should agree an induction plan – this may include attending a taster session or  being accompanied by a trusted adult until relationships are formed
7. Review and adjust programme activities to support engagement of all group members

Further Support & Information

Resources to support inclusive practice in Woodcraft Folk groups can be found in the Inclusion section of the Resource Library (a woodcraft.org.uk account is required to access this folder).

Support and advice regarding specific disabilities and conditions is available from organisations including:

• Mencap
• National Autistic Society
• National Deaf Children’s Society
• SCOPE
• SENSE
• Young Minds

You may also find our Managing Behaviour Guidance helpful to support your approach.
A webinar exploring Reasonable Adjustment in group activities is available to watch back via Woodcraft Folk’s YouTube channel.

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Safety

The safety of everyone involved is the most important factor; be it physical or emotional danger. Do not try to deal with the situation, or the behaviour, until you have made sure everyone is away from danger and therefore have decreased the likelihood of it happening again.

Listen & talk

Make sure you listen and talk to everyone involved: the child, their parents/carers, other volunteers and any young members that may have been affected.

Respect

Treat everyone involved with respect and don’t expect to receive respect if you do not show it in the first place. Never use physical punishment.

Try to find a solution

Try to work out a solution that everyone involved is happy with. Ideally this should involve the child staying as part of the group, possibly after a break from the group, or when a new behaviour agreement has been put in place. There will be cases where this won’t be best for everyone involved, and a child may have to leave the group.

Agreement

Where possible, agree a response with all involved, including the child. Where possible, the child themselves should be encouraged to self-manage their own behaviour. This will help the child to develop and learn.

Support

Ask for support – dealing with challenging behaviour is tough, so don’t do it alone.

Prevention

It is better to take steps to avoid unacceptable behaviour occurring than to deal with behaviour once it has happened. You can reduce the likelihood of unacceptable behaviour in your group in a range of ways.

Group Agreement

As a group (with adults and children), agree your expectations of group members, including what is and isn’t acceptable, and what the consequences of unacceptable behaviour will be. Expectations should be made clear to new members and their parents/carers. Aim for consistency, while acknowledging that different volunteers will have different strengths and styles of leadership. A group agreement is a good way to document these expectations. Expectations should be reviewed regularly so that they can be developed as the group grows and changes. You could:

• Discuss in small groups/pairs before agreeing as a whole group
• Discuss informally during other activities e.g. craft or on a walk
• Play a game (e.g. human knot) and ask reflective questions, e.g. ‘How well did we work together?’
• Reflect in a positive way, e.g. ‘What do you enjoy about the group?’, ‘How can we make it welcoming?’
• If you use ‘time out’ as a consequence, agree an approach in advance, e.g. where, how long, supervision (being careful to avoid one-to-one contact between volunteers and children)

Health, access & consent information

It is important to collect consent forms as soon as new members join the group. This isn’t simply for medical reasons, as it may also highlight children who may present with challenging behaviour. The group can work out how they will manage potential situations before they arise. In some cases the consent form may not have all the information needed, so following them up with an informal chat is a good idea.

• Encourage honesty to support inclusion
• hare info from consent forms with all leaders
• Ask parents/carers about children’s needs and strategies that work to engage them (especially if not joining in or being disruptive)

Risk assessment

Managing behaviour should be part of the group’s risk assessment. This may be informed by the information collected when a young person joins a group or just as the group grows and develops. Including it in your risk assessment will get the group to really focus on the behaviour and what is unacceptable about it. Why is it unsafe? The group can then think about solutions to prevent or manage the behaviour in advance of it happening, rather than after an incident.

Follow-up from incidents

Report any incidents as accurately as possible, use this to reflect and review the group’s activities to see if any improvements can be made to your practice to avoid repetition.

Choosing activities

Think about games and activities carefully, If you have done them in the past, did they work well? Why was this? What worked with one set of children may not work so well with another. Starting off with a familiar game or simple craft that young people can join in with immediately on arrival helps to set the tone for the session.

You should expect children to participate, but have some flexibility – discuss your group’s approach to children who may want or need to opt out, e.g.:

• Allow them to sit out quietly as long as they do not disrupt the activity for others
• Have a chill out space or book corner, especially for younger children who need a quiet space from time to time

Running the session

Ensure there are sufficient volunteers, including one additional adult who can circulate and provide one-to-one attention if needed to support young members to engage. Some groups call this role the ‘group guardian’. Share responsibility for managing behaviour, without relying just on the main activity leader. This helps the rest of the group activity continue, with less disruption.

Adopting a consistent structure for each session will help those children who find it difficult to adapt to new things. Try to have your opening and closing circles at about the same time each week so that children become familiar with the pattern of the session. Try to avoid long transitional gaps which are very difficult for some.

Make sure that children, particularly those with additional needs, know what will happen next and even guide them into the next activity or game. Make sure that you explain clearly at the beginning of the session, exactly what will be happening in the session, and be prepared to repeat this a number of times for individual children. Don’t suddenly make a change without forewarning vulnerable children so that they avoid becoming confused and then disruptive.

Ensure where possible that there is a gender balance in the group (and consider how you will seek to maintain this).

The group night environment should be welcoming, open to all, and most importantly, fun.

Recommended Practice

Distraction

Avoid confrontation by distracting the child into another activity, for example helping to prepare the drinks or helping to get another activity ready.

Warning

‘Pick your battles’, but where distraction hasn’t worked or isn’t appropriate, give a clear warning what will happen if unacceptable behaviour continues. Move immediately on to another activity so the child can ‘succeed’ immediately in not repeating the behaviour.

Acknowledge

Seek to acknowledge the efforts a child is making to improve their behaviour, but if unacceptable behaviour continues you will need to follow through with what the group has agreed will happen or the warning you have given.

Remove

As a last resort, ask the child to move to a quiet place in the hall or remove the group from the immediate area around the child so that they have a chance to calm down. Asking the child’s parent/carer to keep them at home for a session might be the next step, but always make sure that both child and parent know how long this will be for, and why it has happened. Remove a source of disruption, e.g. a particular game, equipment, etc.

Always make sure that discussion of a child’s behaviour, whether with them or their parent/carer, is done privately so that they are not humiliated in front of the rest of the group.

Training available

To watch our most recent training webinar click here.

Approval Date: May 2022

Review Date: May 2024

The post Managing Behaviour appeared first on Woodcraft Folk.

Full descriptions of many of these can be found in the Games, Games, Games resource, but this printable guide will provide a brief reminder of familiar games, and is ideal to keep at hand when running sessions.

Games are grouped by theme, including active games, circle games, drama games and parachute games.

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