Little Forest Pre-school

What is it like to attend this early years setting?

Children are cared for by an enthusiastic and committed staff team. They are happy and are warmly greeted by friendly staff when they arrive. Staff work together and bring their knowledge of their key children to staff meetings. They identify if a child may need additional support from the outset, and they work very well with families and external agencies to ensure that all children progress in their learning. Staff take care to get to know every child well, including before they start, to ensure that they are fully included in what the nursery has to offer. Staff set high expectations for children's behaviour. Children are kind, helpful and respectful. They learn about feelings, boundaries and how their actions affect others. This fosters a culture of empathy and respect.

Children are curious and keen learners. They make good use of resources in the environment. For example, children take part in group activities using different-sized wooden rods to create a maze. Staff encourage children to compare the size and positioning of the rods. This supports children to widen their understanding of mathematical concepts. Children enjoy their time outside. They improve their physical skills, for instance by riding bikes around the forest area, and they get lots of fresh air and exercise. They also take part in bug hunts, counting how many bugs they see. The children work together to figure out where the bugs might be hiding, and they get excited when they spot bugs like woodlice, wasps and butterflies.

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

• Leaders are highly dedicated. They organise the environment effectively to encourage children to explore play in a natural and hands-on way. For example, children practise transferring liquid using pipettes and jars of water. By repeating these activities, children build their skills and use what they learn in new challenges.
• Children understand early mathematical ideas that match their age and stage. They take part in thoughtful conversations with staff about what they know. They explain their thinking clearly and talk confidently with adults and friends. For example, children complete threading activities that staff provide, demonstrating their ability to solve problems and create patterns.
• Children are given ample opportunities to develop their fine motor skills. Staff provide dough and pouring and filling activities to strengthen children's fine motor skills. However, at times, some staff are unclear how to use activities to support children to achieve the next steps in their learning. Consequently, sometimes, staff are not as confident to stretch children's thinking further during activities. This means children do not always benefit from experiences that build consistently on what they already know and can do.
• Children behave well and respond kindly to the adults who care for them. Staff teach children how to share and play together in a friendly way. Warm and trusting relationships help children feel safe and secure. For example, older children know how to use a sand timer to take turns with popular activities.
• Children choose activities with confidence and know staff are nearby to help. They enjoy a wide range of fun learning experiences that staff plan for them, both indoors and outdoors. For example, in the forest area, there are a variety of natural spaces to explore, such as a mud kitchen, digging areas and challenging terrain for bike riding.
• The pre-school has built strong partnerships with parents. Staff share important updates about children's development and often invite parents to give their views. Parents speak very highly of the pre-school and value the difference it makes to their children. For example, parents share positive comments such as, 'The pre-school has stolen my heart.'
• Staff well-being is given high priority. They work well together as part of a caring team, and they are enthusiastic and motivated. Leaders are committed and passionate about making improvements. They are developing systems to support staff's professional development. However, arrangements to monitor staff practice are not yet fully robust. Leaders do not always identify and address inconsistencies in staff's knowledge and skills swiftly, to help them provide consistently high-quality learning experiences for all children.
• Leaders know how to support children with special educational needs and/or disabilities (SEND) effectively. They quickly spot any needs and put helpful support in place. They use funding carefully to help each child, such as by providing sensory toys or physical development equipment.
• Staff place a strong focus on physical development. They give children lots of chances to build strength and coordination through outdoor play. Extra-curricular activities, such as dance sessions, support children's physical growth and help them gain key skills for future learning.

What the setting must and should do next

The provider should:

• strengthen the planning of activities so there is a sharper focus on the intentions for children's individual next steps in learning
• build on systems for monitoring and developing staff knowledge to support staff in delivering the curriculum even more effectively for all ages.