Forest Friends Pre-School Ltd

Inclusion: Strong standard

Leaders and practitioners know children well and have a secure understanding of their individual needs and barriers to learning. They provide highly targeted support and interventions that enable children to make rapid progress from their starting points. Learning experiences are thoughtfully planned around children's interests, with practitioners skilfully extending and deepening learning through meaningful interactions and responsive teaching. This creates a rich and inclusive environment where children feel valued and secure. Leaders and practitioners work closely with families, particularly those facing additional challenges, fostering strong relationships and effective information-sharing. As a result, barriers to learning are identified and addressed swiftly, enabling children to thrive.

Leaders demonstrate a clear commitment to removing barriers to learning. Children who initially struggle to settle are well supported by skilled practitioners and make rapid progress over time. Those facing additional challenges receive targeted and responsive support. For example, children who find it difficult to regulate their emotions are provided with carefully considered resources, such as access to calming spaces. This enables children to develop self-regulation skills.

Curriculum and teaching: Strong standard

The curriculum is ambitious and implemented consistently well by knowledgeable practitioners. Staff use rich, purposeful language throughout children's play, narrating experiences and extending children's vocabulary effectively. For example, children confidently use complex words such as 'nocturnal' in their play and demonstrate a secure understanding of their meaning. Practitioners skilfully build on this learning further. For instance, they adapt their explanations appropriately for younger children, such as explaining that badgers sleep during the day, which helps children learn about the natural world around them.

Mathematical language is woven effectively throughout the provision, with practitioners consistently modelling and encouraging children to use mathematical vocabulary during play. For example, while reading a familiar story, practitioners use directive language such as 'left' and 'right' while using their bodies to change directions. This helps children to understand position through words.

The curriculum supports children to develop a strong understanding of the wider world and the diverse communities around them. Practitioners thoughtfully introduce children to a range of festivals and celebrations through meaningful activities and discussions, such as celebrating Eid. High-quality literature is used effectively to broaden children's understanding of different families, cultures and communities, helping children to develop respect and appreciation for differences. Children and families are encouraged to share their own experiences, traditions and backgrounds, further enriching their learning and promoting an inclusive environment where everyone feels valued.

Achievement: Strong standard

Children are well prepared for their next stage in learning. Leaders and practitioners work closely with local schools to support smooth transitions into Reception. For example, teachers are invited to the setting to observe children and develop a secure understanding of children's individual needs and strengths. This helps to support their transitions to school. .

Children are confident, independent and motivated learners who demonstrate the skills needed for future learning. Those with barriers to learning are identified early and supported effectively through targeted interventions and strong practitioner support. As a result, children, including those with additional needs, make rapid progress across all 7 areas of learning.

Leaders and practitioners skilfully connect activities to children's previous learning, using high-quality interactions and narration during play. This helps to deepen children's understanding and reinforces their knowledge over time. For example, practitioners engage children in meaningful discussions about where bees live and the role of the queen bee within the hive. Children confidently recall and build on prior learning, actively discussing what they already know about bees and explaining why the queen bee is important to the hive.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate highly positive attitudes to learning and form strong, caring relationships with both their peers and practitioners. They manage their feelings and behaviours well and show increasing empathy, kindness and consideration for others. For example, when a child becomes upset because they want a particular bike, another child willingly shares the bike, showing care and understanding towards their friend.

Practitioners create an environment where children are encouraged to communicate, collaborate and develop a sense of awe and wonder in their learning. For example, children excitedly select books to share with practitioners. Staff use this opportunity to thoughtfully encourage discussion by asking children why their friend may have chosen the story. This helps children to value one another's ideas and perspectives while deepening their engagement in learning.

Routines are well established and support children to feel safe, secure and confident within the environment. The curriculum is carefully matched to children's age and stage of development. It promotes child-led learning experiences that children naturally share and extend with their peers. As a result, children are engaged and motivated, and they behave very well.

Attendance procedures are robust and contribute effectively to children's safety and wellbeing. Leaders monitor attendance daily and follow up absences promptly with parents. Where absences become prolonged or concerns arise, leaders take appropriate action, such as completing home visits or working with external agencies. This helps to ensure that children remain safe.

Children's welfare and wellbeing: Strong standard

Practitioners support children to understand and manage risks safely, helping them to develop confidence, resilience and strong decision-making skills. For example, children are taught how to safely jump from the bandstand by checking that their peers are at a safe distance before doing so.

Children demonstrate a strong understanding of how to keep themselves and others safe. They actively contribute to risk assessments within the environment, confidently identifying hazards and discussing how risks can be managed. For example, children considered whether the outdoor areas were 'safe' or 'not safe', explaining their reasoning clearly. Practitioners skilfully guide children through these experiences, encouraging discussion, turn-taking and critical thinking. This helps to promote children's understanding of personal safety and responsibility.

Children's independence is embedded throughout daily routines. Even younger children confidently dress themselves for outdoor play and independently manage many aspects of their self-care. As a result, children develop strong independence skills from an early age.

Communication between staff is strong and purposeful, enabling children to benefit from seamless free-flow access across the provision. Practitioners are positioned both indoors and outdoors to support children to move confidently between activities. This promotes holistic learning experiences across all areas of development.

Leadership and governance: Strong standard

Leaders and practitioners communicate effectively throughout the day to ensure that children remain safe, well supervised and supported consistently. For example, staff use walkie-talkies to communicate with each other as children play indoors and outdoors. This helps to monitor children's movements and ensures that staff maintain an accurate awareness of the number of children present within the different areas of the provision. Consequently, children are safe.

Leaders demonstrate a clear understanding of the setting's strengths and areas for further development. They respond proactively to the changing needs of children and families. For example, in preparation for a new cohort of young children joining the provision, leaders have adapted the environment to create calm, safe spaces to support children's sleep and emotional wellbeing.

Leaders are reflective in their practice and have accurately identified priorities for improvement, including strengthening the quality and impact of staff supervisions to ensure that they are meaningful, reflective and professionally supportive.

Practitioners communicate effectively, regularly discussing children's needs, progress and next steps to ensure that support is consistent and responsive. Leaders actively support the professional development of all staff, including those who are unqualified or less experienced. For example, practitioners are guided through observation and assessment processes to ensure that these are used effectively. This enhances children's learning and development.

Partnerships with parents are strong. Parents speak highly of the setting and share positive experiences of the care and education their children receive. They are well informed about their child's learning and development and understand what their child is working towards next. For example, assessments and next steps are shared regularly through the nursery's online system. This enables parents to continue supporting learning effectively at home and strengthening the shared approach to their children's development.