Whistlewood Forest School

What is it like to attend this early years setting?

Children show excitement when they arrive at the outdoor setting and greet their friends. The learning environment inspires children's curiosity. Children are keen to lead their own play. They explore the forest area and investigate the activities staff provide. Children use critical-thinking skills to build a waterslide with pieces of a drainpipe. They discuss with their friends how to use rocks to angle the pipes and change the direction of the water flow.

Children are confident to engage in conversation with their friends. They join discussions and use a 'talking stick' to describe their feelings and talk about their favourite things. The bonds between children and staff are strong. Children seek out their key person for comfort and reassurance. They know the rules of the forest setting and understand how to keep themselves safe. Children enjoy using long forks to toast bread over the fire at snack time. They explain the rules of the firepit and know they need to remain seated while waiting their turn. Children develop their physical skills as they balance on beams. They are resilient and are quick to try again if they fall. Children behave well.

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

• The provider is also the manager of the setting. She has a clear intent for the curriculum and what she wants children to learn. The setting has a strong focus on nature-based learning. Staff encourage children to learn about the world around them. They understand the curriculum well and show this through their effective delivery of activities.
• Children are independent in their selection of activities. They choose from the loose parts that nature provides to extend their play. Children independently find their lunch boxes and manage their own needs during lunchtime. However, independence is not always consistently promoted across the setting. For example, when children ask for help to put on their gloves, staff are quick to do this for them rather than teaching them how to do it themselves.
• Children show a good understanding of the rules and boundaries of the setting. Staff support children to keep themselves safe. They encourage children to take calculated risks. Children move around the setting carefully and understand the safety rules when around the firepit and using tools.
• Children's imagination is well supported. Staff participate and join in with children's role play while skilfully extending their learning. When children decide to make imaginary cakes in the mud kitchen, staff suggest writing a shopping list to buy the ingredients they need. They encourage children to make marks with chalk to represent the different items. Staff support children's pretend play as they pretend to drink cups of tea that the children make.
• Staff promote a love of reading. They use books to introduce new concepts and vocabulary to the children. For example, staff use the words 'diurnal' and 'nocturnal' when describing different animals within a story. Children learn to understand what this means. They confidently talk about animals and their habitats, such as owls and foxes.
• Staff provide tailored care for children with special educational needs and/or disabilities. They use a variety of strategies to support children's learning, such as projects like 'Every Child a Talker'. This ensures that children are well supported with their speech and language and make the best possible progress. The provider works closely with external agencies to seek additional guidance.
• Staff report high levels of well-being. The provider uses her early years knowledge to provide feedback to staff during supervision. She provides coaching and guidance to improve staff practice. Staff undertake training courses, such as behaviour management. This helps to increase their skills and confidence with the children.
• Parents say they are happy with the care their children receive. They speak highly of the setting and the unique opportunities staff provide. Parents know what daily activities their children participate in. However, staff do not share children's individual next steps in learning. As a result, parents are not always aware of how to further extend their children's learning at home.

What the setting must and should do next

The provider should:

• enable children to further develop their independence during daily tasks and self-care routines
• increase the information shared with parents to ensure they are aware of their child's progress and how they can continue to support their learning at home.