Greenglade Forest School

What is it like to attend this early years setting?

Children's days begin with a unique and exciting adventure in this setting. Staff warmly greet children at a community meeting point, before happily beginning the journey to the forest school together. This daily transition is a sociable and positive experience, where children chat excitedly with friends about the day ahead.

Children thrive in this stimulating and off-grid environment. Staff trust children to be capable and independent. Children show a deep sense of ownership, from storing belongings in their personal colour-coded box to helping create the daily rules. They confidently navigate the natural landscape, understanding the boundaries they have helped to establish. Staff encourage children to take managed risks, such as balancing on logs or using tools under careful supervision.

Children's learning is an organic and responsive process, sparked by their natural curiosity. For example, when children show an interest in ladybirds, staff promote discussions about habitats and support children to build a 'swimming pool' from grass. Children lead their own play with immense imagination. For instance, they turn a fallen log into an aeroplane and create tickets to board. This child-led discovery builds on an ambitious and well-sequenced curriculum. Through skilful observation and assessment, staff know what children can do and what they need to learn next.

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

• Staff get to know children very well through a personalised settling-in process, including home visits. This builds strong and trusting bonds and allows staff to create an inclusive environment. Staff tailor activities to children's individual needs. They prioritise children's emotional well-being. For instance, staff provide a quiet 'fairy path' to help children to feel secure. As a result, children make good progress.
• Staff plan well-established routines to help children to feel secure and understand what to expect next. Children's behaviour is a strength in this setting. They show impressive self-control, for example, by lining up patiently when moving between areas. However, the lunchtime routine is not as well organised as other parts of the day. For example, children have a long wait for food after sitting at the table. This causes some children to become restless and lose focus on their learning. This can leave them feeling confused and unsure of what is expected of them.
• Staff promote children's communication and language. They model new vocabulary naturally during play, with children learning complex words, such as 'pollination' and 'regurgitation'. Staff value children's ideas, leading to shared thinking. Children confidently recall their previous learning, such as remembering that a moth is 'nocturnal'.
• The environment is planned to provide exceptional opportunities for children to develop their physical skills. Children are active, run freely, climb trees and negotiate uneven terrain. This helps to build their balance and coordination. Staff thoughtfully introduce resources to support children's specific needs. For instance, they use soft straw bales to develop children's confidence of climbing. Children develop their gross motor skills, such as when they work together to carry heavy logs, operate small diggers in the sand and use watering cans in the garden.
• Children gain a superb understanding of healthy eating and sustainability. They are proudly involved in the full 'seed to plate' process, from growing their vegetables and fruit to composting waste. Children share this experience with their families, who take home produce their children have grown. Children have access to fresh drinking water throughout the day.
• Parents and carers are overwhelmingly positive about the setting. They state that their children are well cared for and leave the setting prepared for school. Parents report that their children make excellent progress in their confidence and independence. Communication with parents is effective. Staff use an online app to share snapshots of children's learning, provide daily updates and encourage parents to share information about what their children enjoy doing at home.
• The leadership team is strong. It has a clear vision, which all staff share, for developing independent and resilient children. Leaders support staff's well-being and professional development effectively through coaching and regular training. Staff describe leaders as approachable with an 'open-door policy', a culture that directly enhances the quality of education.

What the setting must and should do next

The provider should:

• review the organisation of mealtimes to ensure that children remain fully engaged in purposeful learning.