The Shepherd's Hut Outdoor Day Nursery

Inclusion: Strong standard

Staff are highly alert to the development that children make and identify any concerns and gaps swiftly. They take timely action and work with other professionals to develop plans of support. Staff's comprehensive understanding of how children develop and their extensive knowledge of the children they care for mean that support plans are highly effective. Staff ensure that children with special educational needs and/or disabilities can take part in all aspects of learning. They adapt their teaching effectively, using sign language, providing one-to-one support and encouraging children to explore and learn at their own pace. Leaders ensure that staff have targeted and tailored training to support children effectively. This contributes towards all children making significant progress from their individual starting points. Any additional funding is used effectively to support children's individual learning plans.

Curriculum and teaching: Expected standard

Staff plan a flexible curriculum that accommodates children's changing interests and needs. They plan around themes such as the seasons and changing weather. For example, activities are adapted when children become highly excited about the first snow fall of the year. Staff encourage children to explore the rapidly melting snow and ice. They paint on ice and explain that it looks like the inside of a cave or meteorite. Children use descriptive language as they talk about their learning. Staff support children's communication and language skills. They use sign language to encourage babies to express themselves. They expand on older children's speech and language skills by introducing them to a multitude of new words. Older children are confident and skilled in speech and express themselves fluently and purposefully. The precise plans for children with special educational needs and/or disabilities ensure their active inclusion in all aspects of the curriculum. Staff are enthusiastic about supporting children's emotional and physical development and do so well.

Leaders are considering how to introduce opportunities for children to develop digital literacy skills while maintaining the outdoor learning ethos of the setting. Staff share their enthusiasm for the curriculum with parents and carers, providing them with information about activities. Overall, this helps parents to support learning at home. Occasionally, there are inconsistencies between the assessments staff and parents make of children's progress. This means children's next steps in learning are not always clear or consistently well supported.

Achievement: Strong standard

Children are well prepared for moving on to the next stage in their education and demonstrate very positive dispositions and attitudes towards their learning. Children are confident and independent. They demonstrate their ability to problem-solve and approach activities and opportunities with enthusiasm. They want to give things a try and find out about the world around them. Children make connections and recall prior learning. For example, they discuss how the melting ice they paint reminds them of the inside of a cave. Children with special educational needs and/or disabilities flourish. The flexible curriculum and their tenacity to learn support them to make excellent progress. Children make especially good progress in their communication and language development. They become confident individuals who share their knowledge and thoughts with those around them.

Behaviour, attitudes and establishing routines: Strong standard

Staff have high expectations for what children can achieve. They know that children can assess and manage risks with appropriate teaching and guidance. It is highly evident that children know and understand the rules and expectations. They understand the risk the fire pit poses, and through safety songs and consistent guidance, they enjoy forest school activities safely. Children's behaviour is consistently positive. Staff pay close attention to children's emotions and find ways to help them to understand and manage their feelings. Each morning, there are quieter activities where children settle before exploring the outdoor environment. Babies follow routines that meet their individual needs. This means that they are well rested and ready for learning. Staff encourage children's excellent manners and promote their cooperation with each other. They work together as a team, and different age groups mix together consistently well. Older children understand the need to be patient with their younger friends who are still learning social skills. Staff support and encourage children's attendance. Adverse weather is no barrier to children's attendance as staff ensure they are suitably dressed and protected from the elements and can enjoy their learning all year round.

Children's welfare and wellbeing: Expected standard

Key-person relationships with children are sound, and staff know children well. They meet children's changing needs. Staff working with babies recognise when to adjust children's sleep times because they are tired. When older children become cold while playing outdoors, staff take them inside so they can continue to enjoy their learning in the warmth. There are opportunities for children to develop their physical skills and learn about keeping safe. The environment is challenging, with uneven surfaces and natural elements that become slippery when wet. Children negotiate these with ease as they are adept at managing risk. Children learn about being healthy and staying safe. Children sleep and eat well after playing in the fresh air. Staff promote their awareness of the importance of handwashing to reduce the spread of germs. Children use some equipment in their play that encourages their understanding of technology, such as cameras. However, the curriculum does not currently foster children's understanding about the safe use of technology as well as possible.

Staff encourage all children, including those with special educational needs and/or disabilities, to understand to talk about their emotions. Children are confident and capable and show a great deal of emotional security at the nursery.

Leadership and governance: Expected standard

Leaders are reflective and monitor the quality of the provision closely. They understand the need to evolve the curriculum and are receptive to feedback. This includes considering how they can introduce more technology and ensure greater consistency with parents in assessments of children's learning. Their high expectations are communicated effectively to the staff, who share their vision and ethos. Leaders are committed to providing exciting outdoor learning experiences for children that help them to thrive. Parents embrace the approach and describe the nursery as a magical place that helps children to flourish as individuals. Their commitment to supporting children with special educational needs and/or disabilities is evident. Leaders support staff to feel confident in knowing the children well. Consequently, staff's workload is appropriate and they delight in becoming absorbed in learning experiences with children. Staff show their depth of understanding about children's progress and know how to successfully build on what they need to learn next. All staff have a secure understanding about their role and responsibility to keep children safe.