Little Minds Education Limited Forest School Nursery

What is it like to attend this early years setting?

Children flourish in this truly inspirational setting. They are excited and motivated to learn. Staff are extremely caring, nurturing and responsive to children's needs. Leaders have worked hard to create a magical outdoor learning space in woodland which children delight in exploring. There is a sense that anything is possible here. Children feel empowered to take measured risk and their behaviour is excellent. They take great pride in celebrating their achievements with others. Children are highly independent. They show an impressive ability to think critically and problem-solve together. Children learn to be confident, resilient and respond positively to challenge. This prepares them well for their next stages, including the transition to primary school.

The learning opportunities here have a huge impact on outcomes for children. All children, including those from less-advantaged backgrounds, make excellent progress. Leaders and staff are knowledgeable and highly skilled. They have a clear vision of what they want children to learn and achieve, which they share with parents. Staff and the parents are very clear about children's next steps in their learning and development. They work closely together to enable children to make rapid progress. Leaders continually assess children's progress and adapt the curriculum around their emerging needs and interests. No child's progress gets left behind in this caring and nurturing provision.

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

• Children learn to appreciate nature and respect the environment. They develop mature skills of empathy and care for others. They create thoughtfully constructed habitats for insects and small animals. They hunt for insects to observe and talk about their discoveries, using ambitious vocabulary to describe what they see. Children delight in exploring, foraging and digging in the ground. They squeal with excitement when they make a discovery. Staff skilfully adapt activities to meet children's individual interests. For example, children who are fascinated with dinosaurs are encouraged to take part in a jigsaw activity. They bury dinosaur bones in sand which they then must excavate and piece together.
• Staff excitedly celebrate children's achievements with them. Children write to fairies in the fairy garden and measure out exotic fruits and vegetables in the garden shop. They build aeroplanes and lorries from boxes and natural materials. Each activity excites the children. Staff seize upon opportunities to extend and develop children's growing vocabulary. Children leave this nursery each day with a strong sense of accomplishment. Parents say their children come home full of excitement about what they have achieved that day.
• Children behave very well. Staff provide sensitive support for children who are learning to self-regulate their behaviour. Children benefit from strong attachments with their key persons which means they feel secure.
• Leaders enrich children's sense of community by participating in initiatives such as book exchanges and seedling exchanges. They also teach children about people in the community who help us. For example, they invite the local police to come and talk to the children about their role and how to stay safe. Leaders are passionate about helping children to understand the diversity of the world we live in. They read stories and poems with the children about people from different cultures. As a result, children begin to understand that we are all different and equal.
• A wealth of engaging resources and mini environments stimulate children's interests. These are then skilfully built upon by staff who go above and beyond to extend children's learning further. Children's interests are at the core of the curriculum here. Staff often plan the day's learning around what the children want to make or do. For example, children decide that they want to build a shop, so they design it on paper, collect the materials, including wooden slats and tools, and then construct it together. This gives children an enormous sense of empowerment and achievement.
• Reflective practice is exemplary here. Leaders and staff have an ambitious vision for the setting. Staff are supported through regular supervisions and their well-being is a high priority. The provider takes account of the views of parents, children and staff in setting her targets for the future.
• Staff can identify children with special educational needs and/or disabilities quickly. The support for children with specific identified needs is excellent. The provider liaises with specialist teachers and other professionals to plan timely interventions. This means that all children make excellent progress.