Sandy Bears Saughall Forest Pre school

Inclusion: Strong standard

Children's individual needs are identified from the moment they start at this setting. Leaders and staff ensure all children feel welcome and included in the setting. Settling-in sessions are well thought out, so that children are given the time and attention they need to feel happy and settled before they start at the setting. All children, including those with special educational needs and/or disabilities (SEND) and those children who may face other barriers to learning, make excellent progress across all areas of learning. Staff continually assess what all children know and can do. They swiftly identify any gaps in their learning and ensure they plan activities and interventions to support their learning. This narrows any gaps in their development. They work very closely with parents in order to have a consistent approach.

Leaders and staff are attentive to identifying children who may need additional support. They gather information about children's needs and act promptly, making referrals to external professionals when appropriate. Staff benefit from regular training that strengthens their expertise in supporting children with SEND. As a result, practitioners adapt practice effectively to meet children's individual needs. For example, staff use sensory play strategies during times of transition to support children's emotional and physical regulation. Leaders ensure that any additional funding, including funding for disadvantaged children, is used purposefully to address individual barriers to learning and support children's development.

Curriculum and teaching: Strong standard

Leaders design an ambitious curriculum that is centred around learning through play, making full use of the setting's extensive outdoor areas. They aim for children to be resilient and confident learners. Activities are carefully planned to spark children's curiosity and imagination, while developing respect for and understanding of the natural environment. Staff interactions are consistently purposeful and of a high quality. They use every moment as a teaching opportunity, skilfully introducing new skills and concepts. For example, as children explore puddles in the woods, staff encourage them to measure the depth using sticks and introduce mathematical language such as 'long', 'short' and 'shorter than'. This helps children to develop a secure understanding of early mathematical concepts through meaningful real-life experiences.

Staff spend time reading stories and books to children. Children enjoy a weekly visit from the library bus where they confidently select their chosen books and proudly take them back to the setting. Staff consistently teach children new language and vocabulary. For example, staff point out to children that the sticks they threw into the large puddles have made the shapes of letters, for example 't', and they continue to think of words that begin with the sound. This consistently supports their communication and language development.

Staff use regular assessment to recognise what children can do and identify precise next steps. Teaching builds progressively on children's developing skills. For example, as children become confident using tools to cut wood, staff make reasonable adjustments such as introducing more complex tools to deepen their skills and independence. As a result, children strengthen their physical skills. They build resilience and confidence as they take pride in mastering increasingly challenging tasks.

Achievement: Strong standard

Children make excellent progress from their starting points and develop the knowledge and skills they need for their next stage of learning. All children, including those with special educational needs and/or disabilities or those who may face barriers to learning, develop their communication and language skills. Staff have a highly effective understanding of their individual needs and adapt teaching and activities, for example repeating words and role modelling language to support their vocabulary. They plan regular opportunities to listen to stories and sing songs, which strengthens their language development over time. During play, staff model and extend language effectively. For example, as children walk through mud, they recall and repeat familiar story phrases such as 'squelch, squerch', showing a secure understanding and enjoyment of language.

Children think creatively and enjoy imaginative play, such as pretending sticks are fishing rods and scooping leaves from puddles. They build resilience and independence as they practise and master new skills, make choices in their learning and take pride in their achievements. As a result, children are confident, curious learners who are well prepared for their next stage of development.

Behaviour, attitudes and establishing routines: Strong standard

Children form secure bonds with familiar adults and respond positively to the high expectations staff set for behaviour. Children behave well and regularly seek out their peers to share their ideas for games. They understand and follow routines confidently, moving between parts of the day with ease. Leaders have carefully designed transition times so that children remain purposefully engaged and do not spend time waiting. For example, while children change from their outdoor clothes and prepare for lunch, children take part in meaningful activities that sustain their interest and contribute to a calm environment.

Staff consistently promote respect for others, living things and the environment. For example, when children discovered a baby snail in the woods, staff used the moment to model and reinforce gentle, considerate behaviour. Staff act as positive role models, praising children for being kind. As a result, children show care and responsibility in their actions. They feel safe and secure in the setting and demonstrate high levels of confidence and self-esteem. Children are given many opportunities to develop their independence skills. Staff support younger children to put on their outside clothes and wellies, while older children master these skills with great independence.

Leaders and staff work closely with families to ensure high levels of attendance. Any absences are quickly followed up by staff. As a result, attendance levels are high and children benefit from a familiar, consistent routine.

Children's welfare and wellbeing: Strong standard

Leaders create a nurturing environment where every child feels valued and secure. Children form strong attachments with their key person and other familiar adults, which supports their emotional wellbeing. Staff know children well and respond thoughtfully to their individual needs. For example, all children and those with special educational needs and/or disabilities or who may face other barriers to learning benefit from planned sensory experiences before and after lunch. This helps children to feel calm and relaxed.

Children's physical and emotional health are prioritised. Daily exploration of the forest garden keeps children highly active as they explore the natural environment, where they balance on logs and make large-scale marks with natural materials. These experiences strengthen both large and small muscles and help to support children's physical development. Leaders and staff share information with families about healthy food for packed lunches. Mealtimes are a sociable occasion as staff sit and have lunch with the children, where they share conversations about what they are eating. Children who need to sleep have an opportunity to sleep under cover in the garden area. This helps to support children to lead healthy lifestyles.

Staff teach children how to keep themselves safe in the outdoor environment. They sing the familiar song about ensuring they 'look and listen' before crossing the road. Staff consistently reinforce safety rules with children. For example, children understand how to stay safe around the fire and talk confidently about the rules. As a result, children develop confidence, self-awareness and the skills they need to keep themselves safe.

Leadership and governance: Strong standard

Leaders have high expectations for all children in the setting and want every child, including those with special educational needs and/or disabilities or those with other barriers to learning, to thrive in the outdoor environment. Leaders have a clear vision for the setting and are extremely passionate about their roles. They ensure that staff share this vision and demonstrate equal enthusiasm in their daily practice. Leaders organise regular whole-staff training days and ensure practitioners access the training they need to fulfil their roles effectively, such as forest school training. Staff use this knowledge effectively in their everyday interactions with children, providing a range of engaging outdoor experiences while ensuring activities are carried out safely.

Leaders meet with staff regularly and observe practice so that they can reflect on what works well and identify any areas for improvement. Staff report that they feel very well supported and valued in their roles. Consequently, staff wellbeing is consistently high.

Leaders and staff build positive relationships with parents. Parents say their children love their time at the setting, especially the opportunities to learn outdoors. Staff keep parents well informed about daily activities and children's progress. They regularly share helpful ideas to support learning at home, including how they can support their child's communication and language development. As a result, partnerships with parents are strong and well established.