Wild Explorers Forest School

What is it like to attend this early years setting?

Children play and learn happily at the setting. They spend most of their time free to explore the outdoors in a secure and supervised environment. A cabin is used at times, for example mealtimes, to provide a warm and safe indoor space. Staff have created a diverse environment, offering children many different areas to discover. They provide highly engaging activities that capture children's attention. For example, children explore using their senses as they make potions. They work on their physical skills as they use a variety of utensils while smelling lemons, mint and roses.

Staff support children to take risks in their play, which helps children to understand their own limits. This allows children to develop skills to a high level, particularly physical skills like climbing. Rhyme time sessions and Spanish classes complement the broad curriculum, offering children a range of activities that support their development. Staff encourage children to develop genuine care and concern for one another. For example, when children take a tumble, their friends help them up, pat them on the back and make sure they are okay. Overall, children behave very well. They support each other. For example, when children attempt to use the water dispenser out of turn, others remind them that they must take turns. These interactions are highly effective and children apologise and patiently wait for their go.

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

• Staff have developed a curriculum that covers all areas of learning. They know children well and understand what children need to learn next to make good progress. Staff set up inviting activities designed to appeal to children. This supports them to develop the knowledge and skills they need.
• At times, staff do not communicate what they expect from children clearly. For example, at story time children are sometimes unaware of what staff want them to do. They wander off and play with nearby sticks, losing focus on the story. On occasions such as these, children do not all benefit from the learning that was intended.
• Staff interactions with children support their learning, For example, while making potions, staff ask children questions which encourage them to think creatively. Children consider what ingredients to add and what magic powers their potion might give them. This helps to develop children's imaginations and creativity.
• Children are confident and independent learners. For example, even the youngest children pump soap and try to wash their hands by themselves. That said, staff do not always check that children have washed their hands thoroughly and some children do not fully complete the task. This does not contribute effectively to enhancing children's understanding of the importance of good hygiene routines.
• Children develop a strong sense of resilience, which contributes to their high levels of self-esteem. For example, staff support children to chop lemons to include in their potions. Although they find the task very tricky, they do not consider giving up. Children show great perseverance and are delighted when they achieve their aim.
• Staff teach children to assess risks and manage their own risks in play. For example, children understand that they can carry around small sticks. Staff teach children that large sticks need to be dragged across the ground to keep everyone safe. Children make these decisions accurately for themselves, showing excellent critical thinking skills and awareness.
• Staff use a variety of strategies to support children's good behaviour. For example, when they get ready to walk the short path to forest school, staff ask children to use 'sticky feet'. Children immediately freeze as though their feet are stuck to the floor. This helps children to focus on instructions from staff.
• Parents praise the setting, particularly the communication they receive. Staff use an online app to share updates with parents. Parents also share milestones from home. This helps staff to get to know children really well. They share next steps with parents so they can practise at home. This helps to promote a consistent approach to children's care and learning.
• Children with special educational needs and/or disabilities (SEND) receive good support. Staff identify any emerging needs quickly. They work closely with parents and the local authority to develop individual plans. This helps children with SEND to work towards small achievable goals. Children with SEND make good progress in their learning.

What the setting must and should do next

The provider should:

• strengthen children's understanding of what is expected of them so that they benefit most from the learning experiences provided
• develop handwashing routines so that children develop a greater understanding of the importance of good hygiene routines.