Forest Grove Hackney

What is it like to attend this early years setting?

Children experience a wealth of exciting learning opportunities at this well-run outdoor setting. Staff ensure all areas of the early years foundation stage are supported. Children create their own artworks, make dens with crates and fabric, and search for insect, all under the watchful eye of their key persons, who know them extremely well. Before children start, the manager makes sure they become familiar with the setting by sharing photos of the environment and the staff. This supports their transition from home and helps them to settle quickly.

Staff have high expectations and understand how young children learn. They focus on the key skills they need to develop before they move on to the next stage in their education. The youngest children are supremely confident, independent and very well behaved. They can do a range of things for themselves, including using the toilet, self-registering when they arrive, and deciding what clothes to wear when the weather changes.

The natural world is the medium through which the children learn. Staff want them to 'develop a deep understanding of the natural world and have a lifelong connection with nature'. Activities support this aim. For example, children search the outside space for 'signs of spring'. They look high into the treetops to identify birds' nests and search the undergrowth and fallen leaves to find sprouting crocuses they planted the year before.

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

• Managers create a strong vision for the setting. They know that having a well-qualified and skilled staff team supports their aims. Professional development and training sessions are planned regularly, ensuring that staff knowledge and skills are always up to date. Supervision and performance monitoring help managers to identify any areas for improvement.
• Managers and staff carefully plan a curriculum that is based on children's interests and individual learning needs. They use assessment and observation effectively to identify and address any gaps in children's learning. They have high expectations and encourage children to take risks in the safe, well-organised outside space.
• Mathematics development is very well supported. An interesting and interactive mathematical area is set up daily. Children have many other opportunities to practise their early number skills. For example, they count the number of children present during circle time, and follow numbered instructions on a map, developing their understanding of ordering numbers and sequencing.
• Communication and language learning is a focus. All staff model spoken English well, repeating simple words and phrases to secure children's understanding.
• Regular story times broaden children's experience of language. Group activities encourage them to talk, share their ideas and answer questions.
• Children learn to understand and express their emotions. They sit on a 'feelings bench' when they are overwhelmed and need some quiet time. Children listen to stories, such as 'The Colour Monster', helping them to identify their emotions and feel more in control.
• Children's behaviour is good. They understand the setting's rules and how to keep themselves safe. Children play well with each other, sharing and taking turns appropriately. They show real concern when a friend becomes upset and needs reassurance. Photos of daily routines are displayed to remind children what they should do at particular points in the day.
• A very effective key-person system promotes children's emotional well-being. Children form strong bonds with their key person and seek them out when they need support. Settling-in systems are flexible and take account of children's emotional needs. Staff stay with children and make every effort to give them a positive early experience.
• Overall, staff skilfully extend and challenge children's learning during adult-led activities. They use open-ended questions to deepen children's thinking, for example how the birds have made their nests in the trees and why there is so much blossom on the ground. However, not all children are encouraged to take part in adult-led group activities, and miss out on some key learning opportunities.
• Parents are extremely complimentary about the provision and the dedication of the staff team. Communication is a particular strength. Parents particularly value the daily updates they receive about their children's experiences and comment on the good progress they have made since they joined the setting.

What the setting must and should do next

The provider should:

• encourage all children to take part in adult-led group activities, so they benefit from the rich learning opportunities offered.