Little Foxes Forest School

Inclusion: Strong standard

Leaders and practitioners consistently make a difference to the opportunities and experiences of children with special educational needs and/or disabilities (SEND), and children experiencing disadvantage. Staff are well supported by leaders to quickly identify concerns, and given the appropriate training and tools to act on these swiftly and appropriately. Leaders provide an inclusive environment that helps to remove barriers to children's learning. For example, they use enhanced ratios so that children benefit from more tailored support, and they encourage children to access the calm, forest-based environment. This helps children to make swift progress in their learning and to develop key skills, such as woodworking. Parents and carers praise the setting on their inclusive approach and the impact this has had in supporting their children's needs, describing practitioners and leaders as going above and beyond for children and families.

The progress of children receiving statutory support is rigorously monitored, ensuring that interventions and funding allocations are having a positive impact. Adaptations are adjusted to ensure they are making a difference to children's experiences and opportunities. Collaborative working with other professionals, other settings and parents ensures that all children with SEND receive a thorough approach to having their needs met.

Staff are confident in using assessments to develop and extend children's learning. They know the children well and plan for their needs effectively. Staff welcome professional development and collaborative working to share knowledge. Staff share that this has a positive impact on children as they can implement strategies and approaches for all children in the setting.

Curriculum and teaching: Strong standard

Leaders ensure that they have a high-quality and inclusive curriculum. There are high expectations for children, and this is evident through embedded routines and expectations. Interactions between staff and children are purposeful, ensuring that each interaction is seen as a learning opportunity. Staff and leaders are skilled in delivering high-quality teaching and show extensive knowledge in the topics, responding to children's curiosity and providing opportunities for children to extend their learning and development.

Leaders and staff plan collaboratively, with a curriculum that correlates with the seasons of the year and the natural experiences that take place within these. Staff use activities to link learning from previous seasons, and children recall this learning. Children immerse themselves in the activities while sharing their previous knowledge. Staff know what children can do and they identify gaps in children's learning quickly throughout the provision.

The curriculum offers opportunities for children to develop skills that relate directly to the forest. These include skills used for woodworking, den building and climbing trees. Staff support children to learn skills, ensuring that their current knowledge is secure before moving on to the next stage. This is evident through their woodwork curriculum and the children's knowledge of how to use tools safely. Children begin using large pieces of material, and as their skills develop they move on to using smaller pieces of material, with a focus on developing fine motor skills and independence skills.

Achievement: Strong standard

All children, including those who face barriers to learning, consistently make progress from their starting points. Children approach learning with curiosity and are excited to share their thoughts with staff and their peers. Children develop skills in all areas of learning and development and show resilience and confidence, supporting them with their transition to school. Leaders are clear on what they want children to know and achieve, and this is evident when considering the starting points of all children, including those with special educational needs and/or disabilities.

Children remain focused for sustained periods of time, adapting their own learning in the free-play environment. Children show excellent understanding for their ages and stages of development. For example, children show knowledge of evergreen trees when talking about the seasons and the changes they see in the environment around them. Staff have the knowledge to further extend children's learning and introduce new words, such as 'deciduous', into the children's vocabulary.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded an open and respectful culture where staff support children to manage their own feelings by consistently role modelling desired behaviours. Staff have high expectations of children's behaviour and provide consistent messages that children understand. This promotes a culture of mutual respect, and children show exemplary behaviour. It is evident that all children have a clear understanding of boundaries and routines, such as washing hands, finishing activities to transition into the next part of the day and boundaries in the forest school area.

There is a consistent approach to promoting attendance in this setting, with messages shared with parents about the importance of communication with the setting. Parents show a clear understanding of this and praise the efforts that staff go to in supporting children to attend and providing additional support for children who are unwell. Leaders approach attendance with the aim of removing barriers for children and their families, ensuring that each transition is highly bespoke. These strategies include video calls home for the children, transitional objects, additional settling-in sessions and meeting their key worker for toy swaps. These strategies have had a positive impact on children's attendance and help them prepare for starting school.

Children's welfare and wellbeing: Strong standard

Children are happy and confident at this setting. Leaders have created a safe and welcoming space where children are given opportunities to explore and be curious. Children enjoy learning and interacting with adults and their peers and show pride in their learning. For example, children encourage their peers to look at what they have done during woodworking activities, and to have a go themselves.

Leaders and staff consistently prioritise children's wellbeing and welfare. Children are given the time and space they need to explore and share thoughts with practitioners. Staff have a comprehensive knowledge of not only their own key children but all children in the group, and this allows them to be highly responsive to the children's needs. The focus on movement and healthy eating supports children to develop long-lasting healthy habits. Through the forest school environment, children are encouraged to move their bodies while also having calmer periods of time to explore and engage in high-quality interactions with the staff and their peers.

Children and staff are provided a healthy diet, and mealtimes are used as social and learning opportunities. Children are inquisitive about the food that they are eating, and staff use these opportunities to discuss the shapes, colours and sizes of the food and the different ways that they can be eaten.

Leadership and governance: Strong standard

Leaders ensure a culture of high expectations of staff. They ensure that staff receive a thorough induction and are actively encouraged to participate and contribute to the development of the setting. This makes a significant difference to children's early experiences, education and care. Leaders prioritise staff wellbeing, ensuring an open-door policy with staff and parents and carers.

There is a culture of continuous improvement. This is evident through regular professional development, including inset days, regular staff meetings and weekly staff newsletters. Staff are encouraged to be actively involved in all aspects of their key children's care, which involves communication with outside professionals to gain insight into and knowledge about the children's needs. This allows their care and interactions to have a positive impact on children.

Staff engage in collaborative working with others in the setting to share knowledge and expertise. For example, staff attend regular training, such as on understanding children's emotions, and share their learning with the whole team. Staff feel that sharing their learning has had a positive impact for all children.

Leaders reduce barriers to communication with parents, ensuring that their personal circumstances are at the forefront of any decision-making. Leaders support parents to access resources available to them at the local community centre and support parents to build links with other organisations that will positively impact their child.