Little Explorers Forest School Nursery

Inclusion: Expected standard

Bespoke and thorough settling-in systems ensure that leaders and staff gather vital information about individual children's starting points. Leaders and staff collaborate closely with parents and specialists to develop personalised support for children with special educational needs and/or disabilities (SEND), or those who face other barriers to their learning or wellbeing. This to ensures with SEND who may benefit from one-to one support, have this support put in place before children start. Parents are part of deciding how early years pupil premium funding is spent to ensure maximum benefit to their children.

Where children with SEND need assessments, this is organised to ensure educational plans are in place and any extra funding is accessed before children start school. Consequently, children are being supported ready for time beyond nursery.

Staff implement daily, group reading sessions for children. Staff also understand how this plays a crucial role in fostering inclusivity and a sense of belonging. However, staff do not always use specific support strategies in place for children with SEND, such as one-to-one support, to help them fully participate and build on their social communication skills and develop a love of books.

Leaders seek ongoing advice and undertake specific training from parents and external professionals to safely administer medication for children with complex medical needs. This boosts attendance and promotes children's overall wellbeing learning and development.

Curriculum and teaching: Expected standard

Since the last inspection, staff have completed focused training on delivering their curriculum. Robust assessment processes of children's progress are in place. Staff use these well to plan fun, daily activities that cover all areas of learning and meet the specific learning and development needs of each child. Children enjoy many positive learning experiences. Their physical development is greatly enhanced with continuous availability to outdoor learning where they are free to move, play and explore. However, at times, staff do not always make the most of opportunities that natural arise during play, to help children explore new ideas in more depth and maximise learning outcomes. Nevertheless, all children including those with special educational needs and/or disabilities (SEND) are making progress from their starting points.

All children, including those with SEND continually make lots of progress in their communication and language development. Leaders and staff collaborate closely with parents and specialists to develop personalised support for children with SEND. For example, staff use visual aids such as 'now and next' boards, which helps children effectively communicate their wants and wishes.

Mathematics is taught in fun ways. Children often demonstrate their love of numbers and counting. For example, children independently line up objects before counting them in sequence.

Achievement: Expected standard

Children are becoming increasingly independent in their self-care needs. Children applaud themselves and say 'yes, I can do it', successfully putting on their puddle outfits. Staff are on hand to support through clear instructions and offer help if needed.

All children, including those with special educational needs and/or disabilities (SEND), are achieving well and thriving from their individual starting points. Children with SEND benefit from an outdoor sensory area. Children can independently take themselves to this space when they wish. This area provides a natural, calming and sensory-rich environment which can support children to learn to manage times of anxiety or overwhelm. In turn this can promote their physical engagement and focus to help them when they progress to school.

Children answer questions asked of them with confidence, as they are given time to formulate their response. Therefore, children make lots of progress in their speech and language development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have made some significant and highly successful changes since their last inspection. For example, further toilets and sinks have been installed in the nursery. This means staff are now managing daily routines very well. For example, it has reduced waiting times for children to wash hands before sitting for lunch. Mealtimes are sociable occasions and very well organised. Staff understand and adapt mealtimes extremely well, to meet the needs of children with special educational needs and/or disabilities (SEND), or who have complex dietary needs.

Staff have high ambitions to ensure all children, including those with SEND, establish and benefit from daily routines. For example, staff provide visual aids, such as pictures of handwashing sequences by sinks. This alongside their support can help young children and those with SEND, to follow and learn important hygiene practices. This raises attendance levels as children's health needs are promoted.

Children are well-behaved and play cooperatively with their peers. Staff have clear expectations for children's positive behaviours. They provide meaningful praise when children walk indoors. This promotes children's understanding and willingness to frequently follow these instructions and learn to keep themselves safe. It also helps children establish trusting bonds with staff.

Staff promote turn-taking games in small groups. This supports children to develop friendship making skills and begin to accept the needs of others.

Children's welfare and wellbeing: Expected standard

Children thrive in this nurturing and enriching environment where staff place them, and their family's wellbeing at the centre of everything they do. A secure key-person system and bespoke settling-in routines are a strength of the setting. For example, some children who find drop-offs difficult, settle swiftly as the familiarity of being greeted upon arrival by their keyperson reassures them. When needed, staff offer them a favourite toy or activity to help comfort them. This validates children's feelings and helps them begin to manage their emotions in positive ways.

Plenty of outdoor play supports healthy lifestyles and means children make significant progress in their physical development. Children develop healthy eating habits as they experience growing fruit and vegetables from seed and enjoy eating their crop. Leaders invite parents to attend healthy eating workshops. This can help foster community among parents, working together to help children establish healthy eating habits.

Children develop good table manners and learn how to eat food safely. For example, children always sit while eating, demonstrating their understanding of safe rules to reduce the risk of choking. One-to-one support is provided to ensure children who need extra support at mealtimes. For example, children with special educational needs and/or disabilities (SEND), or children with specific dietary needs, get tailored support to ensure their welfare and wellbeing.

Leadership and governance: Expected standard

Since the last inspection, the leaders have dedicated time and a lot of thought into enhancing and improving the nursery. Leaders have worked extremely closely with the local authority and have undertaken an abundance of training. For example, staff are provided with more in-depth supervisions to help staff reflect on what is going well and what they can do to improve. From this staff have provided individual coaching sessions. This has greatly improved and ensured all staff are implementing the curriculum effectively. However, on occasion, there are some inconsistences the quality of staff's interactions, teaching and practice.

Leaders have a clear understanding of the nursery's strengths and have action plans for further enhancements to the curriculum. For example, a sustainability programme is ready to roll out.

Staff report excellent wellbeing and feel their confidence has grown with these changes that have been put in place. This has had a significant impact on the learning and development outcomes for all children, including those with educational needs and/or disabilities (SEND), or those who face other barriers to their learning or wellbeing. Parents are very positive in their feedback, praising the leadership and staff team, particularly those with SEND. They appreciate regular assessments and review of children's progress.