Bexley Forest school Preschool

What is it like to attend this early years setting?

Children explore excitedly at this outdoor nursery. They help staff to chop wood for the fire. Children sit around the campfire and sing songs. They discover the world around them and look at changes in nature. Children learn new words during their outdoor experiences. For example, by the fire children say, 'We can hear crackles'. Children explore excitedly. Children's physical development is particularly well supported. They climb the big apparatus and crawl along the bridge. Children go on a pretend bear hunt each day. They explore real tools at the woodwork station. Children try hard, have a go at activities and take risks under the watchful eye of staff.

Children make friends. They spend time listening to each other. Children learn to share and take turns. Staff role model to children how to wait for their turn. Children have the time which they need to use new language. They are confident speakers. Children can say what they like and dislike. They are respectful of one another and behave well. Children learn to be independent. They get changed, wash their hands and take off their shoes. Children help themselves to mittens and hats in cold weather. Children enjoy making their snack. They know how to make and knead their own play dough. Children stir ingredients together to make flatbread. They cook their flatbread on the campfire excitedly. Children learn how things work.

What does the early years setting do well and what does it need to do better?

• Managers and staff design a curriculum that has a strong intent for all children. All staff understand what they want children to learn. They are passionate about teaching children to explore the world around them. Managers and staff teach children to be resilient learners who try hard. Staff all share this vision.
• Staff find out about children's interests. They plan stimulating activities for children to explore. However, staff do not always closely link activities to the skills some children need to develop.
• Managers and staff support the development of children's early literacy skills well. There is a culture of reading books and stories at the nursery. Staff read to children and ask questions. Children explore storybooks and non-fiction texts. Staff extend children's learning of stories by planning activities that link to the story. For example, children read a story about penguins. They join in with a penguin dance, waddle like a penguin and talk about how penguins move. Staff teach children about the lifecycle of penguins. Children listen and ask questions. Children enjoy books and know that they help them to find information.
• Managers and staff plan ambitious opportunities for children to develop their physical skills. They understand that supporting children to take appropriate risks gives them confidence. Staff help children to take risks safely. For example, children learn how to light a fire and split wood. Children are confident and learn how things work.
• Managers and staff support children's communication skills. Children use new vocabulary. For example, they describe the different penguins and look at their differences. Children say that 'One has hair and that one does not.' Staff support children to remember new language by teaching them sign language. Children sing songs and do the actions. Staff are energetic and animated as they sing to children. Children are engaged and happy.
• Children enjoy a familiar routine. They sit at 'base camp' twice a day with their friends. They listen to stories and sing. Children have regular visits from external agencies, such as a drama and physical education teacher. Children feel safe and secure. They are settled and happy.
• Parent partnerships are strong. Parents report that their children's confidence has grown. They say that children tell them about what they have been learning at nursery. Parents enjoy receiving information about their children's progress. This helps them to extend their children's learning at home.
• Managers and staff know that finding out about children's previous experiences is important. However, the systems they use to find out this information does not consistently support some children to receive the targeted support they need to achieve the best possible outcomes in their learning.
• Managers and staff are reflective of their practice. They plan opportunities to further their knowledge and skills. This helps staff to support children with their learning.

What the setting must and should do next

The provider should:

• support staff to plan activities which take account of the skills which individual children need to learn next
• strengthen the systems for finding out about children's previous experiences to support all children to achieve the best possible outcomes.