The Wood Shed Forest School and Nursery

What is it like to attend this early years setting?

Leaders have an exemplary vision for all children to succeed in the unique setting. Leaders and staff empower children to become independent, resilient and respectful learners. As a result, children thrive in the forest environment. Children develop a solid foundation of skills, preparing them well for future learning.

The highly ambitious curriculum builds on what all children can do. Staff continually encourage children to keep themselves safe in the forest environment. They teach children about poisonous mushrooms and plants so they can play and learn safely. Staff encourage children to problem solve and think independently, such as when they work out how to remove a conker safely from the shell. Children show highly positive attitudes to learning.

Staff have high expectations for children's behaviour, which they reinforce during a 'Forest Rules' session. Children behave extremely well and know when to ask staff for help. Staff are exceptionally responsive to children's needs. For example, they remind children it is okay to feel angry and discuss ways to calm down, such as hitting a tree with a stick. Children suggest they can be respectful by, 'listening to others'. They show immense care and respect for others for their ages. For example, they spontaneously take turns with equipment and show high levels of care for their friends. As a result, children develop a deep understanding of emotions.

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

• All staff are passionate about the outdoor approach to learning. They have an excellent understanding of what children should learn and how to improve outcomes within this unique environment. For example, staff support young children to master tasks, such as toileting, to enable them to become independent with their self-care skills.
• Staff implement and sequence the curriculum exceedingly well. They continually inspire children's learning by using the environment around them and ongoing interactions. Children show high levels of curiosity, concentration and enjoyment during all routines and experiences.
• Staff continuously facilitate children's learning exceptionally well by following their interests. For example, when children wanted to make their own swing, staff swiftly provided the tools, equipment and support for them to succeed. As a result of excellent teaching, children are highly involved in testing out their own ideas and celebrating their achievements.
• Staff assess children's starting points and plan for their individual needs. All staff have positive relationships with children. They have a clear understanding of children's next steps and their role in supporting children's learning, so that they make outstanding progress.
• The setting has an exceptional partnership with parents. They use clear communication and supportive discussions, which makes parents feel well informed and extremely reassured. The positive impact of the parent partnership is evident in children's unquestionable confidence and resilience.
• Leaders communicate and fully involve staff, children and parents in their vision. Leaders act in the best interests of the children in their care, including those from disadvantaged backgrounds. They are highly proactive in meeting any new requirements in legislation. This contributes towards ensuring children's safety and well-being in context with the woodland environment.
• Leaders provide ongoing opportunities to develop staff practice and for them to undertake professional development to continually improve their teaching. Staff report feeling well supported from the point of induction and throughout their employment. Their high levels of enthusiasm in all they do, enables all children to adopt the same approach to their learning.
• Staff continually develop children's communication and language in a range of ways. For instance, they read a variety of stories using excellent expression and introduce new words, such as 'poisonous, bramble', and 'parachute', which children repeat in context. Children learn and use vocabulary in many different ways.
• All staff are astutely aware of children's needs. For example, when children are struggling with their emotions, they use strategies, such as playing the guitar, which immediately helps them to settle. All children quickly join in because of the superb way staff capture and maintain their attention.
• Staff swiftly identify barriers to children's learning. This includes children with emerging needs and who speak English as an additional language. They create support plans for children and support parents with sleep and nutrition advice at home. Staff are proactive at seeking further support from local authority agencies when needed. Ongoing partnerships with parents and others results in excellent outcomes for children.