Party in the Woods with Nest in the Woods Adlington

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Birthday Parties With A Difference

Deep in the heart of a secret wood there is a place of magical adventures where everything is possible!

Want to run wild playing cowboys and Indians?

Want to toast marshmallows on a camp fire?

Want to be a woodland princess and sit on a forest throne wearing a beautiful floral crown?

Want to be a tracker and chase your friends through the trees?

Want to build a den and have a picnic inside it?

Want to shoot down a mud slide and build a rope ladder to get back up?

Want to be a pirate, build a ship and whittle a knife?

Anything is possible at a Nest in the Woods Birthday Party!

Outdoor fun birthday parties with lots of fresh air and laughter in the heart of a secret wood…

Nest in the Woods birthday parties last for two and a half hours,  and take place either morning or afternoon. Parties run throughout the year at weekends. During school holidays parties are also offered during the day from Monday to Friday. A specific start time may be arranged during the booking process.

Party costs are £16 per child. We charge for a minimum of 12 children, and can take up to 25 children. Morning parties start at 10am. Afternoon parties start at 1:30pm.

Invitations and a campfire hot dog or pizza meal, along with toasted marshmallows are included in the price and parties are run by trained leaders with first aid qualifications.

All you need to bring is a cake, some candles and a camera…….and your wellies. It’s often a muddy party!

Our invitations also include a parental permission slip which needs to be completed, a suggested kit list to keep the children warm and dry, and a map with satnav details, so you can find us easily.

Some activity examples

(from our Curriculum page)

We can do a few activities during a party. Usually the children enjoy adventure play, hiding games etc but we can tailor your part to your wishes. Some ideas below…

Shelter building
Fairy/teddy bear shelters: scaled down versions of normal shelters.
Miniature world: Similar to above with different theme.
Animal shelters: learners ‘become’ an animal a make suitable shelter/den/nest.
Journey stick: learners encouraged to collect objects of meaning during the session that are then attached to the journey stick, which can be later used as a reviewing tool.
3D journey review: Learners review whole/part of journey in 3D model form
Animal tracking
Bugs on bushes: place a piece of plastic under a bush/tree. Gently shake and catch creatures that fall out.
Broom making: Lash smaller sticks to a larger length of wood to create a basic broom.
‘1,2,3 where are you!?’ – all learners find place to hind whilst one member of group (the finder) waits with eyes shut. After hiding time up, the finder shouts ‘1,2,3 where are you’ and the hiders reply ‘I’m over here’. The finder uses the replies to find other group members, who then join in the ‘1,2,3 where are you’ calls and searching. Good activity for constant inclusion for all group during task. Activity can linked into prey/predator, shelter, camouflage, etc discussions.
Leaf snap: pupils pick set number of different leaves and play ‘snap’ with other group members.
Mini beast hunt
Scavenge hunt
Kelly kettles (at landowners permission) natural drinks e.g. mint or nettle tea
Tree height and circumference: construct isosceles triangle to measure distance across ground, which equals to height of tree.
Opposite words: Each learner is given a pair of contrasting words e.g. dry, damp…light, dark and have to collect examples of these. Other learners have to guess the given words from their examples.
Bark rubbings
Woodland art
Casting pewter (additional cost involved)
Blindfold tree hug: learners take it in turns to lead blindfolded partner to a tree. Blindfolded person feels/smells tree before returning to start point where they have to try to identify the tree again un-blindfolded.
Woodland pallets: learners given area to collect contrasting woodland objects e.g. colour, texture, age.
Camouflage corridor: objects foreign to woodland environment hidden for learners to try and visually identify whilst travelling through the ‘corridor’.
Moles eye view: learners lie on woodland floor to experience the environment from a different perspective.
Woodland instruments: replicating natural woodland sounds
Stepping stones: Natural sensory ‘stones’/piles made and learners, blindfolded, try identify objects using their bare feet.
Woodland cocktails: Learners use natural resources to make ‘woodland cocktail’ using cups and sticks as pestle and mortar or cocktail shakers! Visual or smell themes will direct learning.