Dunkys Forest School & Nursery at Gullivers World

Inclusion: Strong standard

Leaders and staff know each child's needs well. They make sure that strong relationships with children and their families are built before a child joins the setting. Detailed information is gathered from the start through discussions with parents and carers. This means that staff identify and assess needs early and respond quickly. Leaders and staff plan small and manageable steps for children with special educational needs/and or disabilities to achieve and make progress. They work with other agencies, such as speech and language therapists, to review and amend these plans.

Leaders work closely with parents and other professionals to secure the support that children need for their transition on to the next stage of learning. Children's individual learning plans set clear, short-term targets and are discussed with parents and carers at regular meetings. Well-trained, experienced staff use visual prompts, key words and repetition to help children understand routines and begin to express themselves. This helps children to communicate their needs and lead their own learning in play. Leaders use additional funding effectively and with noticeable impact on the outcomes of disadvantaged children. Leaders understand the local area and use additional funding, such as early years pupil premium, effectively to reduce barriers to learning. For example, resources linked to children's understanding of the nearby heritage site, and joining in in the community scarecrow and a themed lights trail increase engagement and participation.

Curriculum and teaching: Strong standard

Leaders have thought carefully about what they want all children to learn, from the moment that they start at the forest school environment through to the time that they leave. Learning is shaped around children's interests and what they need to learn next, so that learning builds over time. The inclusive curriculum is adapted to meet the needs of all children, including those with special educational needs and/or disabilities, so they can fully take part. In all areas of learning, knowledge is broken down and organised into smaller learning steps. High-quality staff training ensures that staff are well equipped to deliver the curriculum.

The curriculum for communication and language is a strength. Leaders have made sure that staff have the knowledge that they need to develop children's communication and language skills. Staff consistently engage in high-quality interactions and use effective questioning to deepen thinking. For example, when children see a blue tit, staff encourage them to compare with the blackbird they had seen earlier in the day and explain the differences. During group time when children use vocabulary such as 'octagon', staff check for understanding and connect to real-life stop signs or octopuses to make the learning memorable. Staff use books with purpose, revisiting learning about life cycles and linking this to children's experiences.

Staff are very knowledgeable about the developmental needs of 2-, 3- and 4-year-old children. They regularly check what children know and can do, recap on previous learning and close any gaps that children may have. This means that children, including those with funding or additional barriers to learning, achieve the best possible outcomes.

Achievement: Strong standard

Children, including those with special educational needs and/or disabilities, and those who may be disadvantaged, make rapid progress from their starting points. They develop the knowledge and skills they need for the next stage of their learning. Children are confident communicators, expressing their ideas and sharing what they know through hands-on learning in a natural woodland. They use an increasing range of vocabulary, explaining their thinking during group activities in the fairy garden and sheltered bell tents.

Children develop a secure foundation in early mathematics, using number and recognising patterns in meaningful ways. For example, children order sticks of varying lengths, gather petals to create symmetrical patterns and count the rings on tree stumps; linking numbers with the age of natural objects. Children build physical strength, navigate the forest terrain and demonstrate positive attitudes to learning. They show high levels of concentration, collaborate and listen to others. As a result, children develop growing confidence and independence; supporting their readiness for school.

Behaviour, attitudes and establishing routines: Strong standard

All children consistently demonstrate highly positive attitudes to learning. Well-established routines ensure children know what is expected of them. For example, over lunchtime, children independently read books, brush teeth for at least 2 minutes and explain how to add food waste into a compost bin. Older children role-model this for younger children, who quickly learn what to do. Children immediately respond to familiar cues, such as choosing a role from the daily job list which includes conducting morning safety walks with staff, or being eco-champion of the day. These routines and responsibilities are securely embedded and help children feel safe, settled and ready to take part.

Children, including those with special educational needs and/or disabilities, demonstrate consistently high levels of engagement in their play. They develop their ideas over time and remain focused on what they choose to do. Children invite others into their play; for example, they make potions and carrot soup in the mud kitchen. Safe, cosy spaces are created to support children's regulation. Children use these effectively to manage their emotions and return to play when ready.

Leaders and staff set consistently clear expectations for attendance and share information with other settings. This helps children to feel secure as they move on to the next stage of their learning, including school. Staff remind children about respecting each other's feelings, providing children with the knowledge of what to do should a situation occur that they are not happy with. This supports children to resolve conflicts themselves. All children behave incredibly well and display highly positive attitudes to learning.

Children's welfare and wellbeing: Strong standard

Staff support children's wellbeing exceptionally well through warm and attentive care. Children arrive each day eager to participate in an exceptionally well-planned welcome and self-registration. Children feel safe and secure in the expansive grounds and approach staff confidently when they need reassurance. Close relationships ensure children feel comfortable and settled. This helps to ensure that children are ready to learn.

Children develop increasing confidence in regulating their emotions and managing their feelings. As a result, children develop a sense of emotional security and greater independence. Children learn how to keep themselves safe through meaningful experiences. For example, children act as forest safety officers; explaining hazards to visitors and important boundaries. This helps children recognise and manage risks. Healthy lifestyles are consistently promoted through well-established practices. Children develop a secure awareness of healthy eating.

Younger children begin to understand the importance of hygiene through practical activities, such as cleaning dishes; making clear links to how they help their families at home. Older children demonstrate growing independence, routinely washing their hands after toileting and following activities such as making bird feeders. Children confidently explain why these routines are important. Staff work in close partnership with parents to promote consistent routines at home, and mirror sleep patterns to give continuity of care. This shared approach helps children to develop secure, lifelong habits that support their overall health and wellbeing.

Leadership and governance: Strong standard

Leaders provide a safe and welcoming space where children feel happy and secure. They are highly proactive in putting children's needs first, and place great value on the close relationships formed with children's parents and carers. Leaders have a clear understanding of what is working well, and where improvements can be made. They regularly reflect on where improvements can be made, taking swift action when needed to ensure all children achieve their best outcomes.

Leaders reflect continuously, and ensure professional development is precisely matched to individual staff needs and effectively embedded into practice. For example, recent training around safer eating has significantly reinforced staff knowledge, and ensures safety at mealtimes. Flexible settling-in sessions, carefully tailored to individual needs, help to put children at ease prior to starting at the provision. Parents are involved in these decisions. Impact and children's attendance are rigorously monitored and reviewed.

Leaders work closely with external professionals, and follow guidance carefully to support children and families known, or previously known, to social care. Informed decisions are made about how best to spend funding that children are in receipt of, to support their next steps and progress. Staff wellbeing is prioritised, with leaders fostering a supportive culture in which staff feel valued, respected and confident in their roles. As a result, the whole team works cohesively and diligently to ensure that the setting provides an inclusive environment where children thrive.