Forest School For Life

What is it like to attend this early years setting?

Children are warmly greeted upon arrival by a senior member of staff and their key person. Children spend time outdoors, mostly within a secure base camp area. In addition, there are covered areas and a large, purpose-provided wooden structure, heated by a wood burner. This is where children can spend time in inclement weather. Babies and toddlers' care needs are appropriately met. Staff follow these children's individual routines. Nappy changing is carried out in a sensitive manner. Children are settled to sleep in the fresh air. Staff are calm and supportive, encouraging children to be polite, kind and respectful of each other and the environment. Younger children show that they feel secure as they confidently seek out their key person for a reassuring cuddle. All children, including those with special educational needs and/or disabilities (SEND), learn to use a range of strategies to explore and recognise their own emotions.

Staff engage children in a wide range of activities, most of which are created from natural materials and embedded within an ecologically sound philosophy. Children recognise and name different leaves, as they make a winter collage. They learn about, and become involved in, planting, growing and harvesting foods. They enjoy social mealtimes together, eating colourful, nutritious food that has been prepared in the outdoor kitchen. Children learn how to nurture life as they care for the resident chickens. They use their imaginations as they spot 'fairies' hiding behind the trees on their woodland walk and go on 'outings', where they explore and discover life in the ponds and the meadow.

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

• In December 2024, the provider notified Ofsted of a significant incident. A child was able to walk through the entrance gate, unaccompanied, at collection time. The child was unharmed. Following the incident, the provider took immediate action. They carried out a full investigation. They installed additional gates for added security and revised the arrival and collection procedures to reduce the risk of such an incident happening again. Arrangements for the children are safe and secure.
• Leaders use their knowledge and experience to provide a well-planned, natural outdoor learning environment. This changes with the seasons. Recruitment procedures are robust. Staff, some of whom are new to the setting, receive an effective induction. All staff receive regular supervision, and there are good opportunities for them to enhance their knowledge and to attend a broad range of interesting and thought-provoking training.
• Staff support children to be independent, active, confident and resilient. Children learn how to keep their bodies warm in colder weather and how to put on their gloves. Children are taught how to recognise, assess and take risks for themselves. They practise handling scissors and tools safely, as they engage in seasonal crafts. Children negotiate ladder steps and climb onto a swing in the tree, without adult intervention.
• Staff place a strong emphasis on building children's communication and language skills. They use some simple sign language and ongoing spoken commentary about what the children are doing. Children hear a rich range of vocabulary. Staff break into song and rhyme, as the children gather round the campfire. Children know to join in with familiar refrains. Children access a wealth of books. Staff read and tell stories with animation. They use puppets and props to capture children's interest and give children opportunities to practise their speaking skills.
• Overall, staff demonstrate effective teaching techniques. Some skilfully capture and maintain children's attention, as they decide how to fix foraged twigs together to make a stick figure. Staff pose questions to help children to think, giving them time to work things out for themselves. Staff build on what children already know and can do. They introduce a new skill, as they model how to 'lash' two sticks together. However, not all staff confidently support and extend children's learning this effectively. In addition, planning for the youngest children is not always flexible enough or focused on giving them the best opportunities to practise emerging skills.
• Parents, many of whom travel some distance, speak very favourably about the setting. They receive a broad range of information and daily feedback. Parents are encouraged to be involved in their children's learning by joining in with family nature events and family breakfasts. Staff have a good overview of those children in the setting with SEND. They work closely with parents and other agencies, such as speech and language therapists, to support those children who are slower to speak.

What the setting must and should do next

The provider should:

• strengthen mentoring and coaching, so that all staff are confident to plan, support and extend children's learning, building on what children already know and can do
• support staff to identify the youngest children's emerging learning needs and to focus on giving these children the best opportunities to practise key skills.