Bluebell Forest School

What is it like to attend this early years setting?

Children are very happy and flourish at this setting. They have a genuine thirst for learning. This is because staff plan an enticing curriculum with activities that embrace children's unique interests and preferred pattern of learning. These sustain children's engagement for long periods of time and results in a calm and productive environment. Staff use excellent positive body language during their high-quality interactions with children, such as laying down next to them, to be on their level. They know exactly when it is not appropriate to interrupt children's flow of thoughts and ideas. Children are expert problem solvers, develop excellent physical skills and learn to assess risks from an early age. They work out how to get in and out of hammocks and safely traverse across suspended ropes. Children show that they feel very loved and secure as they snuggle up to staff who read them their chosen stories. Staff are highly experienced and exceptional role models, so children are extremely well behaved and guided by the setting's agreement. Children know to consistently use their good manners and walking feet indoors. They confidently help their friends and visitors put on outer clothing ready to go to the forest.

Staff help children to become respectful adults of the future. Differences are celebrated and discussed openly. Children learn what it is to be unique. Staff and children create and share photo family cards that support children to understand about the diversity of families without bias. Children experience awe and wonder in their everyday experiences. Staff provide children with the freedom to pour water on the muddy forest ground. Children beam with delight as they create a smooth surface and search for appropriate sticks to practise writing their name in the soil. Children have exceptional independence skills because staff work tirelessly to ensure that routines are firmly embedded. They help to prepare their own snack and confidently use real crockery.

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

• Staff deliver a high-quality and ambitious curriculum that is varied and precisely tailored to meet the individual needs of each child. They know children extremely well and build on what they already know. All children are provided with a high level of challenge through their chosen play. This successfully supports them to reach their own individual potential. All children, including those who receive additional funding, make outstanding progress.
• Children benefit from a wealth of rich experiences during forest school sessions that fosters their love of nature and high level of exploration. Staff intuitively enrich children's curiosity as they listen intently to environmental sounds and search for insects. For example, they clearly explain to children the importance of returning the baby slugs they discover to their natural habitat so that they remain protected from the weather, and how they will thrive with access to natural vegetation.
• Children's emotional development is strongly embedded in staff practice. Their high-quality interactions encourage children to advocate for themselves from a young age. Staff talk to children about the reasons why they or others might feel. Their superb sensitive support results in resilient children who are prepared for changes in their lives. Staff are excellent role models and teach children an abundance of important social skills, such as valuing each other's ideas and thoughts. This helps children to interact harmoniously with their peers and form strong friendships.
• Staff have an excellent understanding of how to successfully promote communication and language. Children excitedly choose their favourite songs and rhymes to sing. They kindly request for the visiting local resident to play them on the piano. Children embrace their love of words and suggest new ones to include in songs, along with familiar sign language. Staff consistently adapt how they speak to children using clear and simple sentences. They purposely introduce new vocabulary in context, such as 'antenna', as children find a centipede in the forest. Their excellent use of questioning challenges children to use complex sentences. Consequently, children are articulate and expressive communicators.
• Children with special educational needs and/or disabilities (SEND) receive exceptional support. Staff work in partnership with parents and external agencies to ensure a comprehensive package of support and interventions is highly effective. Children with SEND make truly inspiring progress over time.
• Partnerships with parents are of an exceptionally high standard. Parents comment how their children are 'thriving' and feel very well informed about their children's progress. They describe the staff team as 'fantastic' and regard them an extension of their family. Staff welcome parents to an abundance of workshops and events to share ideas and extend their knowledge of the forest school approach.
• The inspirational manager provides exceptional professional development opportunities for staff that is precisely targeted to further support the needs of children. She consistently seeks out new initiatives that enables staff to implement excellent practice. Other early years professionals are warmly welcomed to the setting where knowledge is shared and to observe best practice. This helps to improve outcomes for other children.
• Staff's well-being is of the utmost importance to the manager. She has recently completed a counselling course to provide her with the skills to support her enthusiastic staff team. Staff feel valued and very proud of their roles.