Happy Adventures Preschool and Forest School

What is it like to attend this early years setting?

Children eagerly enter this stimulating setting and participate in the wide range of activities on offer. They are familiar with the daily routines. On arrival, children self-register. Young children recognise pictures on their pegs and older children sign their name. This helps to develop their early literacy skills. Children are happy and excited to see their friends and staff. Staff play alongside children supporting them where needed. Children explore the mud kitchen and explain they are making lunch. They enthusiastically mix petals and bark together. They explain that they are making 'petal pasta'. This helps to develop children's imagination skills.

Children thrive in the well-organised and stimulating outdoor area. They explore with great confidence, hunting for minibeasts. Children excitedly tell staff when they find bees and worms. Children behave extremely well. They show great kindness to their friends and help each other, when they need support. For instance, older children take turns pushing younger children on the tree swing. Staff praise children for their kindness, which helps to develop their self-esteem. Children form very strong bonds with staff. The key-person system is highly effective. This helps children to feel confident, happy, safe and secure.

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

• Children's behaviour is exemplary. They play alongside each other, sharing resources and taking turns. Children are busy and highly motivated to learn. Children keep on trying hard, even if they encounter difficulties. For example, children persevere as they climb trees. Children remember the rules of the pre-school and remind their peers of these. For instance, they remind each other that they must walk on the outside of the fire-pit circle. Staff are excellent role models for children. They are extremely kind, patient and respectful when interacting with children and each other.
• Children demonstrate excellent independence skills. All children competently put on their coats and waterproof clothes when going outside. At snack time, even the youngest children carefully and independently wash their hands and peel their own fruit. Staff support parents to ensure that packed lunches are healthy and nutritionally balanced. Mealtimes are very sociable as staff sit with children and talk about healthy food. This helps children begin to understand healthy lifestyles.
• Partnerships with parents are a real strength of the setting. Parents are fully involved in children's learning. They meet regularly with staff to discuss children's development. Staff share ideas about how parents can support children's learning at home. Parents attend termly stay-and-play sessions at the pre-school. This gives them the opportunity to see the activities and experiences their children take part in. Parents comment that the staff are 'truly amazing'.
• Staff accurately assess children's development and swiftly identify where they need additional support. Relationships with outside agencies are strong. Staff work closely with the local authority and speech and language. In addition, staff build good relationships with other settings children attend, such as childminders. This helps to provide continuity in care and learning.
• Staff have a good understanding of how young children learn. Children benefit from a wide range of purposeful and interesting activities. Staff are aware of what children can already achieve and use this as a starting point. Staff adapt activities to support children to meet their next stage of learning. This helps children to make good progress.
• Overall, staff support children's language and communication skills well. Staff narrate as children play and introduce new vocabulary such as 'pollen' and 'nectar'. However, occasionally, staff ask questions in quick succession and do not give children enough time to think or respond.
• Staff provide children with a wide variety of opportunities to develop their physical skills. Children practise balancing on crates and wooden steps. They climb trees and confidently propel themselves on tyre swings. Children explore the forest area, negotiating a hill and a small stream. This helps to support children's balance, coordination and stamina.
• The owners have a clear vision for the pre-school. They share this vision with the rest of the team through regular meetings and individual supervision sessions. Staff's well-being is paramount. Staff morale is high, and they work well as a team.

What the setting must and should do next

The provider should:

• give children time to respond to questions to promote their thinking and language skills even more effectively.