Harlequin Forest School

What is it like to attend this early years setting?

Children flourish at this unique and special setting. They enjoy freedom and independence within the boundaries of the forest and investigate with confidence and enthusiasm. Staff plan an enticing curriculum with activities that embrace children's unique interests and preferred patterns of learning. Children sustain their attention and engagement for long periods of time and their play is productive and purposeful. For example, children paint tree stumps with mud as they talk about the 'dragon's skeleton'. They make marks and notice patterns in the wood as they engage in imaginative play. Staff model the use of new words, and children then repeat these in their extensive conversations. Children learn to become explorers of their own passions and interests because staff provide a wealth of experiences that inspire awe and wonder.

Children show that they feel secure and safe in the forest. They understand that they must keep themselves and others safe by keeping to the agreed rules. For example, staff support children to understand that they must not 'pick or lick' anything that they find on their adventures. Children demonstrate an excellent knowledge of the potential impact and risk that this poses to their health and safety. They are excellent role models and show high levels of respect for each other. Staff provide children with the freedom to make careful choices and to collaborate and persevere to solve their own problems.

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

• Staff expertly deliver a curriculum that is centred on exploration and discovery in the beautiful surroundings. Children know the landmarks dotted around and can confidently explain how the environment is constantly evolving with the seasons. For example, children note that the tree might be cold because its leaves fell off during the autumn. Staff place a heavy focus on encouraging children to make links with what they know and can do. Staff use resources to promote risky play and provide highly stimulating experiences. For instance, they allow children to saw and slice their own wood from fallen branches. Teaching is highly focused to ensure outstanding outcomes for all children.
• Staff help children to become respectful of their own background and that of others. Children share their experiences from home, and differences are openly celebrated and discussed. Staff share their unique cultures and diversity. For example, they cook delicacies from their home countries so that children experience a wide range of healthy recipes. Children learn what it is to be unique. They learn curiosity and respect for one another's individual values and preferences.
• Staff use language with children that deliberately broadens their vocabulary and helps them to learn the correct names for the natural environment. For example, during a forest walk, children use words such as 'deciduous' or 'evergreen' to describe the trees. They confidently name the Indian conker tree and note the differences between its leaves and that of the native horse chestnut tree. Children show they are excellent communicators as they explore and investigate with delight.
• Staff expertly weave frequent mathematical language into their interactions with children. For example, they encourage children to make estimates for how many times they will need to saw back and forth before their branch is sliced through. Children learn to embed counting items up to five and ten, as they add 'one more' treasure to their bucket. Staff make excellent use of the vast selection of natural resources available to support children's development across all areas of learning.
• The provider works in the setting to model excellent practice to staff to support and enhance their skills. Staff are regularly observed and receive feedback to improve practice where needed. Well-being is of the utmost importance to the provider, who ensures regular communication to develop knowledge and skills within staff roles. Staff share that they feel extremely valued and are very proud of the work that they do.
• Parents feel that their children are thriving as a result of their attendance at this distinctive and individual setting. Children with special educational needs and/or disabilities receive expertly tailored support. Staff work seamlessly with parents and external professionals to provide the very best outcomes for children. Parents comment that their child has made progress in 'leaps and bounds' because of the impressive and varied approach to learning.