Little Sticks Forest School Greenslate

Inclusion: Expected standard

Leaders accurately assess children's needs, including those with special educational needs and/or disabilities (SEND) and those known, or previously known, to social care. They make each child's needs and unique talents a priority. They complete the setting's starting information in close work with parents and carers before children start at the setting. Leaders use this information carefully to plan learning and activities that are closely tailored to individual children's needs. Generally, they act to remove anything that gets in the way of children's success. They work closely with external professionals, including education and health specialists and use their guidance to meet the needs of children.

Leaders responsible for the work of SEND, support and coach staff to apply individual learning plans for children. Leaders make effective use of additional funding. For example, leaders purchase books to support children's emotional development, provide training about quality interactions and to enhance individual support for children where needed. Leaders carefully check that this support is having the intended impact to support children's progress.

Leaders provide training for staff to support them in delivering a step-by-step approach to ensure that children receive the right support at in a timely way. Generally, children's SEND needs are met well.

Curriculum and teaching: Expected standard

Leaders and staff chart a clear and ambitious path for all children's development and progress. They provide a unique curriculum that identifies what they want children to know and remember. For instance, leaders aim for children to become confident communicators, curious explorers, friendship makers, planet protectors. At this outdoor setting, children spend most of their time learning with staff in the woods. Staff make extra sure that all children, such as those with special educational needs and/or disabilities, benefit from the education on offer. Through leaders well-considered curriculum, staff deliberately and carefully inspire children about learning outdoors.

Typically, staff teach children well, for example to listen, talk, run, climb and cooperate with others. They ably teach children to hear the sounds that letters make, such as the initial letter of their names. Leaders ensure that staff use well-chosen books, such as to develop children's understanding about plants, flowers and butterflies. Generally, staff teach children mathematics successfully. Sometimes, mathematics teaching is less well tailored to the needs of younger children, such as in whole group times. This means that, on occasion, some teaching moves on to new curriculum content before younger children understand important number concepts.

Achievement: Expected standard

In most areas of learning, children develop detailed knowledge, such as about early science. For example, from their regular visits to a local beehive, they know that bees collect nectar, which flowers provide. Children understand the importance of the sun and rain for the growth of plants. They learn the words to songs that teach them about the parts of flowers. Children, including those with special educational needs and/or disabilities or those who face barriers to their learning, generally achieve well.

Generally, children are ready for the next stage in learning and school. They develop physical stamina, coordination and persistence very well. Children, including 2-year-olds bloom with purpose, they understand and use important new words with confidence. Some children develop valuable mathematical language and understanding. On occasion, some younger children develop mathematics knowledge about number less successfully.

Behaviour, attitudes and establishing routines: Expected standard

Leaders ensure that children know the routines very well. They make effective use of the setting's regular call to children to come together for their 'Sticky Feet' activities. They use this coming together, for instance to remind children of how to come together in an emergency and to prepare for what is happening next in the setting's daily routines. Leaders and staff provide children with helpful and gentle guidance on how to behave towards others. For example, they remind children of being kind to each other and use the setting's emotions discs to teach children the words of their emotions, such as angry or happy. This is generally effective in helping children to use words to tell others how they are feeling.

Leaders and staff build warm and nurturing relationships with the children. Staff notice when children need extra help and provide space for them to learn how to calm their emotions. Children know that they can go to the setting's woodland 'Zen Den' for time to think about their behaviour. Mostly, children behave sensibly.

Leaders and staff share their policy for children's attendance with parents and carers. They know each family very well. This helps them to identify individual children's attendance patterns. Leaders know the importance of checking on children's non-attendance at the setting without notification.

Children's welfare and wellbeing: Expected standard

Leaders and staff nurture children's belief in themselves. Children, including those with special educational needs and/or disabilities, are relaxed, happy and secure in their positive relationships with each other and staff. Children know how to keep themselves safe, for instance to stay inside the setting's roped-off area of woodland. Due to leaders' well-considered ways of assessing and managing risks, children are confident, adventurous and sensible, such as when they climb trees. Staff supervise children well and give them clear, gentle guidance when needed.

Leaders and staff teach children about the importance of handwashing before eating and after using the toilet. Children know the reasons for washing and clearly state that this is to wash away any germs and to stop them from becoming ill. Mostly, children are independent. Leaders and staff ensure that lunchtimes are a calm and social occasion for children. Leaders provide children with healthy snacks and lots of opportunities to drink water. The setting has started to advise parents and carers about how to provide children with a healthy lunch to bring. This work has not yet had the intended impact to ensure that children's packed lunches are healthy and nutritious. This impacts on some children's awareness of the foods that should be eaten in moderation.

Leadership and governance: Expected standard

Leaders are ambitious for children, including those with barriers to their learning or wellbeing and those with special educational needs and/or disabilities. They are passionate about providing a fully outdoor education for children. Leaders have a clear understanding of the setting's community of children and family they serve. They work in respectful partnership with parents and carers to determine any barriers that may get in the way of children's learning and work hard to reduce these.

Leaders meet their safeguarding responsibilities and make sure that additional funding is used appropriately to meet the needs of children. Leaders place children at the heart of all decisions they make.

Leaders plant seeds of success in staff's work by providing them with well-thought-out professional learning, such as about children's sensory needs. They provide staff with tailored coaching and mentoring to check the quality of their work. Leaders provide timely feedback so that staff know how to make further improvements in their work with children. Generally, this helps staff to provide the support that children need in their learning. Staff take great pride in being part of the team. They value leaders' approach to ensuring their wellbeing and workload is carefully considered. Staff enjoy the work they do in this woodland setting which impacts positively on the quality of interactions that children receive.