The Nature School (TNS), situated in regional Australia, is an accredited and innovative independent school, placing a strong emphasis on nature-based learning, hands-on experiences, and play. This chapter captures and presents the voices of children, parents and teachers, highlighting the imperative requirement to create a high-trust environment for all stakeholders. The school’s approach to navigating the challenge of aligning policies with its ethos permeates the discussion, advocating for a risk-benefit approach over risk elimination in education. TNS recognises play as a fundamental right for children and intertwines it with learning. The school’s grounds are described, outlining rich opportunities for risky play, including playwork, while aligning with the school’s commitment to sustainability. A detailed description of the various ways in which students at the school access outdoor spaces for learning and play is presented. The significance of place-based education through fortnightly offsite days in natural environments, where students of all ages participate in curriculum aligned activities, is discussed. Strategies to address the growing developmental needs as students transition into secondary school are explored, including students becoming co-constructors of risk assessment plans, cultivating self-regulation and risk intelligence. The role of educators in balancing safety initiatives with opportunities for healthy child and adolescent development through outdoor play is considered. This chapter highlights the challenges in shifting the prevailing trend of indoor education, to advocating for thoughtfully designed outdoor spaces for school students across all educational stages and settings, emphasising the transformative potential of nature-based experiences for lifelong learning and wellbeing.