Louise Licznerski on Practitioner Fest, Outdoor Education and Helping Practitioners Get Children Outside
Perhaps you want to take more learning outdoors but are not sure where to begin.
Maybe your Early Years team already uses outdoor provision confidently, but the approach becomes less consistent further through school.
Perhaps staff are enthusiastic about outdoor learning but worry about planning, weather, behaviour, risk, resources or how outdoor activities connect with the curriculum.
This is exactly where good outdoor learning training for teachers and practitioners can make a difference.
Outdoor learning does not need to mean travelling to a woodland every week.
It does not require expensive equipment.
And teachers certainly do not need to become survival experts before taking children outside.
Often, the biggest change comes from helping practitioners look differently at the outdoor spaces they already have.
In this episode of The Muddy Puddle Teacher Podcast, Sarah Seaman speaks with Louise Licznerski, founder of Little Bugs Outdoor Nursery and one of the driving forces behind Practitioner Fest.
Practitioner Fest was created as an outdoor event where educators could experience practical outdoor learning, attend workshops, exchange ideas and build confidence alongside other practitioners.
The episode was released on 11 September 2024 ahead of Practitioner Fest 2024 at Fordell Firs in Fife. The festival ran from 4–6 October 2024 and included practical workshops and outdoor-learning experiences for educators.
Although that event has now passed, the question behind it remains incredibly relevant:
How do we give teachers the confidence, knowledge and permission to take more learning outdoors?
Listen to Louise Licznerski on The Muddy Puddle Teacher Podcast
What Is Outdoor Learning Training?
Outdoor learning training helps practitioners understand how to use outdoor spaces as genuine places for teaching, play, exploration and development.
Good training should not simply give teachers a folder full of activities.
It should help them understand why they are going outside.
Teachers need confidence to take a curriculum objective and decide when outdoor space, movement, practical experience or nature could help children understand it more effectively.
Training might explore planning, curriculum links, play, risk-benefit thinking, SEND, sustainability, behaviour, outdoor provision, staff confidence and practical teaching strategies.
The aim is not to create another subject called “outdoor learning”.
The aim is to give teachers another way to teach.
At The Muddy Puddle Teacher®, we encourage practitioners to begin with the learning objective.
Then ask:
Would this learning become more meaningful if children could move, investigate, build, experience or explore it?
If the answer is yes, the outdoors may be the best classroom available.
Explore our Complete Guide to Outdoor Learning for further support.
Why Do Teachers Need Outdoor Learning CPD?
Many teachers already believe children benefit from being outside.
The barrier is often not belief.
It is confidence.
Teachers may wonder:
How do I manage thirty children outside?
How do I show curriculum progress?
What happens if it rains?
How do I support a child with SEND?
What if we only have a concrete playground?
How do I assess children outside?
What will school leaders think?
These are practical questions.
Good CPD should answer them practically.
Outdoor learning training gives staff opportunities to experience activities themselves, discuss barriers openly and begin creating approaches that work within their own school.
A one-size-fits-all system is unlikely to work.
A rural school surrounded by fields has different possibilities from an inner-city school with a small tarmac yard.
Both can use outdoor learning successfully.
The training needs to help staff recognise what their environment can offer.
You Do Not Need a Forest to Teach Outdoors
One of the biggest myths surrounding outdoor education is that schools need access to woodland.
They do not.
A playground can become a maths space.
A wall can support measurement.
A set of steps can become a number line.
Shadows can become science.
Drainage can inspire geography.
Playground markings can support movement and phonics.
Weather can become investigation.
A school gate can become the starting point for local geography.
Outdoor learning begins with using what is already available.
Woodland is wonderful.
Nature reserves are wonderful.
Forest School can be wonderful.
But curriculum-based outdoor learning should also be possible on an ordinary Tuesday morning without hiring a minibus.
Explore our Ways to Improve Outdoor Spaces for more ideas.
Who Is Louise Licznerski?
Louise Licznerski is an outdoor-learning advocate, educator and founder of Little Bugs Outdoor Nursery in Scotland.
Before moving into outdoor education, Louise worked in retail management. Her later teaching experience across primary and Early Years settings helped develop her interest in the impact outdoor learning could have on children, particularly those requiring additional support.
In 2021, Louise founded Little Bugs, an outdoor nursery built around nature, play and child-centred learning. Little Bugs subsequently expanded to two woodland settings and developed additional services including school-age and flexi-school provision.
Louise is also a director of the Scottish Outdoor Learning Association — SOLA, an organisation supporting practitioners working within outdoor education.
Her work includes encouraging educators to adopt nature-based practice through training, events and initiatives such as Practitioner Fest.
What Was Practitioner Fest?
Practitioner Fest was created as an outdoor festival specifically for educators.
Rather than expecting teachers to learn solely through presentations, the event offered opportunities for practitioners to experience outdoor learning directly.
Practitioner Fest 2024 took place at Fordell Firs in Fife from Friday 4 October to Sunday 6 October.
The Friday evening included a conference, while Saturday and Sunday featured practical workshops and outdoor-learning experiences.
The idea behind the festival was simple but important:
Teachers learn outdoor learning by experiencing outdoor learning.
You can read about a den-building activity.
You can watch someone explain loose parts.
You can look at photographs of outdoor provision.
But physically participating creates a very different kind of professional learning.
You understand how the resource feels.
You recognise possible problems.
You start asking how it could work with your children.
That is why practical CPD can be so powerful.
What Should Good Outdoor Learning Training Include?
Good outdoor-learning training should leave staff feeling more confident rather than overwhelmed.
Teachers should not finish the day believing they now need to purchase hundreds of pounds of new equipment.
They should leave noticing possibilities.
A good session might explore practical curriculum activities, outdoor routines, play, risk management, sustainability, inclusion, behaviour and how to adapt learning for different age groups.
Most importantly, practitioners should have opportunities to do things.
Move.
Build.
Discuss.
Experiment.
Make mistakes.
Try again.
Outdoor learning is inherently practical.
Training for it should be practical too.
Outdoor Learning Training for Early Years
Early Years practitioners frequently have more experience using outdoor environments than colleagues elsewhere in primary education.
However, there can still be big differences between settings.
In some nurseries, outdoor provision is available throughout the day.
In others, children “go outside” at set times.
Strong Early Years outdoor training can help practitioners think about the outdoor environment as a genuine part of provision rather than simply a place for physical play.
Outdoors can support communication, mathematics, literacy, imaginative play, creativity, understanding the world, physical development and personal, social and emotional development.
The key is avoiding the temptation to recreate the indoor classroom outside.
Children do not need laminated worksheets attached to every fence.
The environment itself offers different possibilities.
Outdoor play should take advantage of movement, weather, space, nature and large-scale experiences.
Explore our Early Years Outdoor Learning Hub for more practical support.
Outdoor Learning Training for Primary Teachers
Primary outdoor-learning CPD needs to be curriculum-aware.
Teachers already have a huge amount to teach.
They do not need another programme sitting separately beside English, maths, science, history and geography.
Outdoor learning should help deliver those subjects.
For example, Year 2 children might measure real distances.
Year 3 pupils could investigate shadows.
Year 4 could build physical representations of geographical features.
Year 5 might test structures.
Year 6 could carry out large-scale maths investigations.
The curriculum objective remains central.
The outdoor environment becomes the method.
This makes outdoor learning far more sustainable because staff are not trying to find additional time for it.
Explore our KS1 Outdoor Learning Hub and KS2 Outdoor Learning Hub.
What About Teachers Who Aren’t “Outdoorsy”?
This matters.
Outdoor learning should not depend upon having one enthusiastic member of staff who owns walking boots and loves camping.
A brilliant classroom teacher does not need to suddenly become Bear Grylls.
Curriculum outdoor learning can be straightforward.
You can take a clipboard outside.
You can use chalk.
You can use sticks.
You can use the playground.
You can spend fifteen minutes outside and return indoors.
Staff confidence usually increases through small successful experiences.
Ask teachers to begin with one lesson rather than completely redesigning their timetable.
Success builds confidence.
Confidence creates repetition.
Repetition begins changing culture.
Try This Tomorrow: Take One Objective Outside
Choose one lesson you already have planned.
Keep the learning objective.
Now ask:
Could children understand this better through movement, scale, practical experience or investigation?
For example, instead of estimating distances from a worksheet, estimate and measure real distances around the playground.
Instead of identifying adjectives from isolated sentences, go outside and collect language describing the environment.
Instead of looking at photographs of shadows, investigate real ones.
Do not add extra work.
Change the method.
Time: whatever you had already planned.
Additional resources: often none.
That is outdoor learning at its most sustainable.
Practical Outdoor CPD Builds Teacher Confidence
Many teachers understandably feel nervous taking a class outside.
The classroom feels controllable.
Tables create structure.
Children have recognised places.
Outside feels less predictable.
That confidence does not develop through being told:
“Just take them outside.”
Practitioners need strategies.
Where will children gather?
How will you gain their attention?
Where are the boundaries?
How will equipment be distributed?
What happens when someone needs the toilet?
What happens if the weather changes?
Once staff have considered these routines, the outdoor space becomes much easier to manage.
Training gives teachers somewhere safe to talk through these concerns.
Outdoor Learning and Behaviour
There is a common misconception that children automatically behave better outdoors.
Some do.
Others become more excited.
Some children find the additional space liberating.
Others may find it unpredictable.
Successful outdoor learning needs clear expectations.
Children need to understand boundaries.
Instructions need to be concise.
Resources need to be organised.
Activities need purpose.
Often, allowing more movement can help pupils who struggle with long periods of sitting.
But outdoor learning should not be promoted as a magical behaviour cure.
The environment changes.
Good teaching is still required.
Explore our Outdoor Learning Specialism: Behaviour and SEMH for deeper support.
Outdoor Learning and SEND
One of the reasons Louise became passionate about outdoor education was seeing its potential benefits for children requiring additional support.
Outdoor learning can provide children with more space, practical experiences and alternative ways to participate.
A pupil who finds extended writing difficult might demonstrate understanding by building, sorting, moving, matching or explaining.
Children may benefit from opportunities for movement and sensory regulation.
But outdoor learning is not automatically accessible to every child.
Noise, wind, temperature, mud, bright sunlight and unpredictable sensory experiences may create additional barriers.
Good training therefore needs to include SEND.
Staff should ask:
What barriers might this environment create?
How could I reduce them?
How else could this child participate?
Outdoor learning becomes inclusive when practitioners design it that way.
Explore our SEND Outdoor Learning Hub.
Outdoor Learning and Additional Support Needs
Louise’s work has particularly highlighted the value she has seen outdoor learning offer children who require additional support. Her SOLA biography describes these experiences as a major influence on her move towards outdoor education.
For some pupils, practical learning gives abstract concepts a clearer context.
For others, movement supports attention.
Some children communicate more confidently while engaged in shared activity.
Others may need significant adaptations before an outdoor environment is comfortable.
This is why practitioner knowledge matters.
The question is not:
“Does outdoor learning work for SEND?”
It is:
“How can we make this outdoor learning experience work for this child?”
Outdoor Learning and Risk
Risk is one of the subjects teachers frequently worry about.
Outdoor learning does require sensible risk management.
But avoiding all risk is neither possible nor necessarily desirable.
Children need opportunities to make decisions, assess situations and gradually develop competence.
The role of adults is to consider hazards, likelihood, possible benefit and appropriate controls.
This might involve setting boundaries, checking equipment, considering weather and adapting activities for individual needs.
Practitioners should follow their organisation’s policies and relevant local guidance.
Training can help staff separate genuine hazards from the understandable anxiety that sometimes accompanies doing something differently.
Outdoor Learning Doesn’t Need Lots of Equipment
One of the quickest ways to make outdoor learning unsustainable is to turn it into another purchasing exercise.
Schools may believe they need outdoor blackboards, specialist furniture, expensive activity kits and endless laminated resources.
Often, they don’t.
Some of the most useful outdoor-learning resources are simple:
chalk,
rope,
clipboards,
reusable containers,
natural loose parts,
measuring equipment,
everyday classroom resources.
The outdoor environment itself is already a resource.
A fence has length.
A tree creates shadow.
Steps create height.
Rain creates water.
Wind creates movement.
The world is already providing much of the lesson.
Learning From Other Outdoor Practitioners
One of the valuable aspects of events such as Practitioner Fest is bringing educators together.
Teachers can become isolated within their own classrooms and settings.
Seeing how another practitioner approaches play, science, nature connection or risk can stimulate new thinking.
It also reassures practitioners that there is no single correct way to teach outdoors.
Professional communities allow people to share what worked — and what did not.
That second part is important.
Outdoor learning social media can sometimes make everything appear effortless.
Real practitioners know that some sessions are brilliant.
Others need changing.
Good professional development includes both.
Outdoor Learning and Nature Connection
Outdoor learning does not always have to involve nature.
You can teach excellent outdoor maths on tarmac.
However, regular outdoor experiences can also give children opportunities to notice and build relationships with the natural world.
Louise’s work through Little Bugs places nature at the heart of children’s everyday learning and play. The nursery describes its approach as play-based outdoor learning within woodland settings.
Nature connection develops through repeated experiences.
Children notice seasonal change.
They encounter insects.
They watch weather.
They recognise familiar trees.
They begin caring about places because those places become part of their childhood.
This emotional relationship with nature can become an important foundation for sustainability.
Explore our Sustainability in Primary Schools Award.
Outdoor Nurseries and What Schools Can Learn From Them
Little Bugs operates outdoor nursery provision in Scottish woodland settings.
Most primary schools will never operate entirely outdoors.
They do not need to.
But outdoor nurseries can still challenge schools to think differently.
How much time do children genuinely need to spend indoors?
Do all learning experiences need tables?
Could children have greater independence outdoors?
Could weather become part of learning?
Could staff become more comfortable with mud, movement and uncertainty?
The goal is not to turn every school into an outdoor nursery.
It is to identify principles that could improve children’s experience in other settings.
What Is Little Bugs Outdoor Nursery?
Little Bugs was founded by Louise Licznerski in 2021.
It has since developed into an outdoor-learning organisation operating woodland nursery provision at Fordell Firs and Abercorn. Its wider provision has also included school-age experiences and outdoor learning opportunities.
The setting’s ethos centres on nature, play and outdoor learning.
Louise describes her motivation as giving young children opportunities to develop through nature and outdoor experiences, particularly after seeing the benefits outdoor learning could offer children requiring additional support.
What Is the Scottish Outdoor Learning Association?
The Scottish Outdoor Learning Association, or SOLA, supports practitioners working in outdoor education.
Louise Licznerski is currently listed among SOLA’s directors.
The organisation’s board includes professionals with experience spanning outdoor nurseries, schools, additional support needs, play, higher education and nature connection.
Its work reflects a growing professional community around outdoor education in Scotland.
For practitioners interested in developing outdoor learning, organisations and professional networks can provide opportunities to connect with others who understand the realities of this work.
Get to Know the Guest: Louise Licznerski
Louise Licznerski is the founder and owner of Little Bugs Outdoor Nursery and a director of the Scottish Outdoor Learning Association.
Her route into outdoor learning was not linear.
Louise moved from a successful career in retail management into education, gaining experience in primary and Early Years settings.
Through this work, she became particularly interested in how outdoor learning could support children’s development and children requiring additional support.
In 2021 she founded Little Bugs.
The organisation grew to include two outdoor nursery settings as well as wider provision for children and families.
Louise also works to encourage and support other practitioners through training and professional initiatives including Practitioner Fest.
More recently, she has continued writing and speaking about education, outdoor learning and how learning environments influence children. Little Bugs’ current website includes a series of articles written by Louise about education, nature, play and outdoor provision.
Find Louise Licznerski Online
Little Bugs Outdoor Nursery
Visit Little Bugs
Scottish Outdoor Learning Association
Visit SOLA
Louise Licznerski on LinkedIn
Connect with Louise
Little Bugs on Instagram
Follow @littlebugsoutdoors
Louise’s Outdoor Learning Articles
Read the Little Bugs blog
Louise can also be contacted professionally through the Scottish Outdoor Learning Association at louise@scottishoutdoorlearning.co.uk.
Why Practitioner-Led Training Matters
Teachers are often most inspired by other practitioners.
Theory matters.
Research matters.
Policy matters.
But practitioners also need to know:
What does this actually look like with children?
Practitioner-led training can bridge that gap.
Someone who has managed children outdoors knows the practical questions.
They understand staffing.
Weather.
Mud.
Parents.
Risk assessments.
SEND.
Resources.
Transition times.
Toilets.
Wet coats.
The tiny practical details often determine whether an idea becomes embedded or disappears after two weeks.
Events such as Practitioner Fest create opportunities for this practical knowledge to be shared.
How to Start Outdoor Learning in Your School
Do not start by trying to transform the entire school.
Choose one class.
One objective.
One outdoor space.
One successful experience.
Then repeat it.
Talk to colleagues.
Share what happened.
Consider what could improve.
Gradually create routines.
Once staff see children engaged and curriculum learning happening effectively, confidence begins to grow.
The next step may be developing whole-school consistency.
This is where structured professional development can help.
Outdoor Learning Training With The Muddy Puddle Teacher®
The Muddy Puddle Teacher® provides practical outdoor-learning training designed specifically for educators.
Our approach is curriculum-led, realistic and designed for ordinary schools.
You do not need a forest.
You do not need expensive equipment.
You do not need previous outdoor-learning experience.
Our training supports Early Years practitioners, teachers, teaching assistants, SEND staff, curriculum leaders and school leadership teams.
Training includes practical approaches to curriculum learning, outdoor play, SEND, sustainability, behaviour, science, STEM and whole-school development.
For practitioners beginning their journey, our Level 1 Outdoor Learning: Primary School Starter Course provides an accessible starting point.
For practitioners who want ongoing professional development, our Gold Membership provides access to a growing library of practical CPD.
For those wishing to develop deeper professional expertise and accredited progression, our Ultimate Membership includes our accredited outdoor-learning pathway, including Practitioner and Coordinator training.
Explore Outdoor Learning Training
Start Level 1 Outdoor Learning
Explore Accredited Outdoor Learning Training
What Should You Look for in an Outdoor Learning Course?
Choose training that fits your role and setting.
Ask whether it is aimed at teachers, Early Years practitioners, Forest School professionals or a mixture.
Check whether it focuses on curriculum learning, play, nature, pedagogy or technical outdoor skills.
Consider what you want to change afterwards.
Do you need confidence?
Practical lesson ideas?
Leadership support?
SEND strategies?
Accreditation?
A strong course should help you translate learning into practice.
Collecting certificates is not the goal.
Children experiencing better teaching is.
Outdoor Learning as Whole-School Development
For outdoor learning to become embedded, it needs more than one enthusiastic teacher.
Leadership matters.
Staff need shared expectations.
Children need consistent routines.
Resources need sensible storage.
SEND needs consideration.
Curriculum teams need to see how outdoor approaches fit their subjects.
Schools may benefit from gradually developing an outdoor-learning policy or action plan.
The most sustainable model is not:
“Mrs Smith does outdoor learning.”
It is:
“Outdoor learning is one of the ways we teach here.”
That is when it becomes part of school culture.
Listen to Louise Licznerski on The Muddy Puddle Teacher Podcast
In this episode, Sarah Seaman speaks with Louise Licznerski about Practitioner Fest and the wider excitement around outdoor learning for educators.
The episode was originally released in September 2024 ahead of Practitioner Fest at Fordell Firs in Fife.
Although the event discussed in the episode has passed, Louise’s wider work continues through Little Bugs and the Scottish Outdoor Learning Association.
For teachers listening today, the episode remains a useful reminder that professional development does not always have to happen sitting in a conference room.
Sometimes teachers need to experience learning in the same active, practical way we want children to experience it.
Listen to the episode and then consider:
What is one thing that would make you feel more confident teaching outdoors?
That answer tells you where your own professional development could begin.
Join Our Free Outdoor Learning Magazine
Frequently Asked Questions
What is outdoor learning training for teachers?
Outdoor-learning training helps teachers develop the confidence and skills to use outdoor environments for curriculum learning, play, investigation and child development.
Do I need Forest School training to teach outside?
No. Forest School is a particular approach with its own principles and training. Teachers can deliver curriculum-based outdoor learning in ordinary school grounds without becoming Forest School leaders.
Can outdoor learning be used in primary schools?
Yes. Outdoor environments can support maths, English, science, geography, history, art, STEM, physical development, SEND provision and many other areas of the curriculum.
Can you teach outdoors without a woodland?
Yes. Playgrounds, courtyards, sports areas and small school grounds can all support meaningful outdoor learning.
What is Practitioner Fest?
Practitioner Fest was developed as an outdoor professional-learning festival where educators could experience workshops and practical approaches to outdoor education. The 2024 event was held at Fordell Firs in Fife.
Who is Louise Licznerski?
Louise Licznerski is the founder of Little Bugs Outdoor Nursery and a director of the Scottish Outdoor Learning Association. Her work focuses on outdoor education, nature-based learning and supporting practitioners.
What is Little Bugs Nursery?
Little Bugs is an outdoor nursery founded by Louise in 2021. It currently operates woodland settings at Fordell Firs and Abercorn in Scotland.
Is outdoor learning good for SEND?
Outdoor learning can offer useful opportunities for movement, practical experience, communication and alternative ways of demonstrating understanding. However, individual sensory, physical and communication needs should always be considered.
Where can teachers find outdoor learning CPD?
The Muddy Puddle Teacher® provides introductory, specialist and accredited outdoor-learning CPD for teachers, teaching assistants, Early Years staff, SEND practitioners and school leaders.
Author
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
