Little Forest Folk

Inclusion: Expected standard

Leaders and staff know all children well, and they are able to identify challenges that children may face. They gather information about children's starting points, working closely with parents and carers to understand children's emerging needs. This allows leaders to swiftly seek advice from external professionals, allowing each child to thrive during their time at the setting. Staff teach children about the needs of others, instilling a culture of mutual respect and understanding.

Leaders typically ensure that targeted plans are put into place for children when required. They make adaptations and use agreed support strategies to meet the individual needs of children. For example, children with special educational needs and/or disabilities who struggle to sit down for meals with larger groups enjoy an 'adventure snack time'. During this time, they enjoy a meal in another part of the forest with their friends. This supports staff to actively meet children's emotional needs.

Leaders make effective use of their budget to systematically provide individualised support for children. For instance, recognising that some children have a strong dislike of certain foods, they have purchased divided plates to support them at mealtimes. Leaders and staff recognise that each child is unique and deserves an equally unique experience at the setting.

Curriculum and teaching: Expected standard

Leaders have developed a broad and balanced curriculum which covers all areas of learning. At this setting, children spend most of their day learning with staff outdoors in the woods. Staff make sure that all children, including those with special educational needs and/or disabilities, benefit from this unique way of learning. Through leaders' clear vision for the setting, staff deliberately and carefully inspire children to learn while they explore nature.

However, staff do not consistently extend children's learning. While some staff use rich vocabulary to stretch and challenge children, others simply reinforce what children already know. For example, when a child approaches a staff member to discuss a bird they see perched in the trees, the staff member affirms that the child is correct, but does not extend this conversation further. Consequently, some opportunities to deepen learning are missed.

The learning environment is meticulously planned to provide children with a wide range of experiences. Staff support children to develop an early understanding of number and quantity as they play alongside them. Staff sing number songs, which children join in with; they introduce the concepts of 'bigger' and 'smaller' as children look for sticks, and encourage children to problem-solve. Older children spend extended periods focused on painting a cardboard fire engine, showing high levels of concentration and perseverance. They work collaboratively with each other as they take the time to paint different sides with staff's support. During storytelling times, leaders and staff read books with expression to children, fostering an avid love of stories.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, make typical progress from their starting points across the areas of learning. They develop the knowledge, skills and confidence needed for the next stage of their learning, including for transitioning to school.

Children become increasingly independent, resilient and confident in themselves. This is achieved through the varied range of experiences and activities staff provide. Children develop effective communication, physical and social skills through a range of adult-led activities. They become familiar with stories, assert their thoughts during discussions and showcase their ability to recall what they have learned, such as the rules for how to climb trees safely.

Younger children demonstrate assurance as they begin to navigate their environment. They are comfortable asking for support, and are beginning to show an awareness of what is expected of them. Older children proudly share their knowledge with staff. They showcase their counting skills, discuss their knowledge of the world and spend extended periods of time engaging in discussions of interest to them.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish a calm and consistent environment that allows children to feel safe and secure during their time at the setting. Staff provide clear guidance before children play in the forest, making sure they understand what is expected of them. For example, staff teach children the 'no picking, no licking' rule for protecting themselves and the natural environment around them. Children generally respond well to this approach, joining in with activities, playing alongside one another and typically displaying positive attitudes to learning.

Leaders and staff are positive role models for children. They speak respectfully and warmly when they respond to children's requests. Children embody this in their own approach to others, which creates a harmonious atmosphere. Children generally show familiarity with their daily routine. They adapt well as they engage in different parts of the day due to the various verbal warnings that staff provide before times of transition are due to take place. This helps children to participate in the range of experiences available to them.

Leaders and staff understand their responsibility to promote regular attendance. They develop secure relationships with families and implement robust procedures, allowing children to benefit from continuity in their learning. When children show signs of upset and do not want to separate from their parents and carers, the supportive approach that staff display allows children to feel emotionally secure.

Children's welfare and wellbeing: Expected standard

Leaders create an environment where children are happy and settled. Leaders and staff gather detailed information from parents and carers before children start, and use ongoing opportunities to maintain open channels of communication. For example, leaders plan parents' evenings, which happen twice a year, allowing parents the opportunity to discuss the needs of their children at length with their key person. This collaborative approach means that children receive consistent support for their welfare and wellbeing, both at home and in the setting.

Staff are caring and attentive to children's needs. They show a genuine interest and passion for supporting all children's wellbeing. When children do experience times where they need help from an adult, staff approach the situation warmly, allowing children to feel safe and cared for.

Staff encourage all children to spend a lot of time outdoors, where they play, explore and enjoy the fresh air. Children are encouraged to be independent in their care routines, such as by washing their hands before meals. The children enjoy a consistently healthy and nutritious range of meals prepared by the setting. However, staff do not take opportunities to teach children about the importance of a balanced diet to form healthy habits for the future.

Leadership and governance: Expected standard

The newly formed leadership team shows an unwavering level of passion for increasing the positive outcomes for children and staff. They have a broad awareness of the setting's strengths and areas for development. Through careful analysis and planning, leaders are beginning to strengthen their impact on the quality of the provision. This is evident through the recent changes they have made to the support that children receive for their emotional wellbeing. Children show high levels of emotional resilience, and the setting has a calming feel. Staff are aware of strategies they can put into place to prevent children's emotional responses from escalating. Leaders have plans to ensure the continuous development of the setting.

Staff benefit from leaders who care about their development and wellbeing. Leaders create a supportive work environment, complete with supervisions, regular check-ins and time away from the main group for staff to carry out tasks such as planning activities. Staff share that they feel their health and wellbeing are supported by leaders, who they know they can approach with any concerns they may have. Staff enjoy working at the setting and receive continuous opportunities for professional development. Leaders understand that training is more impactful if it aligns with the interests of staff, so staff play an active role in selecting the additional training that they take part in. However, leaders do not consistently ensure that staff interactions extend children's critical thinking skills. This means that children do not always benefit from interactions that build on what they already know. Leaders are reflective and have plans in place to further enhance the opportunities they offer children.