Little Forest Folk Morden

What is it like to attend this early years setting?

Children show that they feel self-assured and secure at the nursery. They experience a very warm welcome from staff when they arrive. Children who need it receive caring and sensitive support as they watch their parents leave. This helps them to settle into their play quickly. Children spend most of their time exploring the wealth of learning opportunities outdoors. For example, they love making marks in the ground using twigs or sticks, which helps to develop their early writing skills. Children are very familiar with the forest rules, such as 'no picking and no licking', which they follow rigorously. They are learning to keep themselves safe.

Children get along well with each other, working and playing together happily. They are able to describe their play with increasing confidence. For example, a group of children tell the inspector that they are busy 'cooking and making chocolate drinks' in the mud kitchen. Children also show good levels of concentration as they plant carrot seeds in the garden. They know how to care for their plants, such as by watering them to help them grow. Children experience fun and stimulating activities, which keep them motivated to play and learn.

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

• The manager, with effective support from the senior management team, leads her staff members well. She has a calm and professional approach, which has a positive impact on staff, children and their parents. As a result, she has established strong and trusting relationships with them very quickly.
• Staff use their accurate observations to provide children with a curriculum that sparks their interest. They currently have royal celebrations entwined into their play as a learning theme. Children have lots of fun making their own crowns and dressing up. In addition, staff promote children's interest in living things. For example, they talk to children about the life cycle of animals, such as chickens, and their habitats.
• Staff work well with parents to support children's learning and development. Parents are particularly complimentary about the level of care their children receive. Although staff work with professionals, such as speech and language therapists, this partnership is less successful with teachers from other childcare providers. This prevents staff from offering children a more consistent learning experience.
• Staff value the supervision and regular meetings with the manager. Some staff have completed training that has enabled them to further promote children's language skills. This has had a positive impact, particularly on children who speak English as an additional language. Staff will benefit further from a sharper focus on their professional development. This in turn will ensure that children receive the highest level of teaching practices.
• Staff have high expectations for children's learning. For example, they expect children to develop good physical skills and to make their own choices. This enables children to gain confidence in their abilities. Staff also incorporate numbers into the daily routine, which promotes children's early mathematical skills effectively. As a result, children, including those with special educational needs and/or disabilities and who speak English as an additional language, make strong progress from their various starting points.
• Children develop a love of stories. They receive encouragement from staff to predict what might happen next and to join in with familiar refrains. This helps children to build on their imagination as well as their language skills.
• Children are highly independent learners. For example, they take responsibility for their self-care and toileting needs.
• Staff manage children's behaviour well. They are consistent in modelling the use of polite words, such as please and thank you. Children learn good manners, and this supports them in becoming good communicators.
• The manager evaluates the quality of the provision effectively to make continuous improvements. For example, she is revamping the outdoor area to further promote children's natural curiosity.

What the setting must and should do next

The provider should:

• strengthen partnership working with other childcare providers to offer children a more consistent learning experience
• continue to sharpen the focus of staff's professional development to extend their knowledge and skills even further.