Wildhearts Outdoor

Inclusion: Expected standard

Leaders place inclusion at the heart of the nursery and create an environment where all children are welcomed, valued and supported to take part in the full range of experiences the nursery provides. Staff work closely with parents to understand children's individual needs, interests and family circumstances from the outset. Effective settling-in sessions and stay-and-play opportunities help children become familiar with the outdoor nursery and build positive relationships with staff.

Staff work closely with parents and other professionals, including health visitors and speech and language therapists, to help reduce barriers to learning and wellbeing. Children benefit from regular sign language sessions, helping them develop different ways to communicate and promoting an inclusive environment. Staff adapt activities so children with special educational needs and/or disabilities access the outdoor curriculum alongside their peers. All children participate in first-hand experiences, including gardening, wildlife activities and forest activities. As a result, children make appropriate progress from their starting points. Overall, children are fully included in nursery life and receive the support they need to achieve well.

Curriculum and teaching: Expected standard

Leaders plan a curriculum that reflects their vision for children to learn through nature, play and first-hand experiences. Staff respond to children's interests as they emerge, which guides and shapes their teaching. They provide opportunities for children to explore, investigate, solve problems and lead their own learning. They encourage children to be curious, take managed risks and learn through meaningful outdoor experiences that reflect their interests.

Children investigate wildlife, grow vegetables, explore water play, use tools safely and engage in imaginative play. Staff adapt experiences to meet children's individual needs and work closely with parents and other professionals to help all children access the curriculum. They generally ask questions and provide appropriate support to encourage children to think, explore their ideas and develop confidence as learners.

Leaders use observations, assessments and regular discussions with staff to monitor children's progress and review the curriculum. However, leaders do not monitor the quality of teaching precisely enough to ensure professional development is consistently targeted to strengthen the quality of teaching. This means staff are not always supported to further strengthen their interactions and enhance children's learning. Overall, children develop the appropriate knowledge and skills they need for the next stage of their learning, including their eventual move on to school.

Achievement: Expected standard

All children make appropriate progress from their starting points and develop the age-appropriate knowledge and skills they need for future learning. This includes children who may face barriers to their learning and development. Children benefit from a broad range of first-hand experiences that help them build confidence, resilience and independence. Through their play, some children count to 5, match colours and begin to understand mathematical concepts, such as 'full' and 'empty'.

Children become increasingly confident in managing their personal care, making choices about their play and taking responsibility for their belongings. They develop positive attitudes to learning and remain engaged in activities that reflect their interests. Children enjoy looking at their favourite books, which supports their early literacy skills and fosters a love of reading. Overall, children are developing the knowledge, skills and attitudes they need for the next stage of their learning and their eventual move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff create a calm and welcoming environment where established routines help children understand what is expected of them throughout the day. Children are settled and confidently follow familiar routines. For example, during group activities, children listen carefully for the sounds at the beginning of their name. As soon as they hear it, they recognise it is their turn and excitedly run to get ready for lunch. Children independently find their water bottles and lunch boxes, choose books after lunch and move confidently between activities. Staff adapt routines to meet children's individual needs and help children understand what happens next.

Children build warm relationships with staff and their friends. They are happy, settled and emotionally secure. Children use good manners, share resources and take turns during their play. They listen carefully, follow instructions and remain engaged in activities that reflect their interests. Staff have high expectations of children's behaviour and support them to become increasingly independent. Leaders promote the importance of good attendance and punctuality. They work with families if concerns arise. As a result, children attend regularly and benefit from the broad range of experiences the nursery provides. Overall, children behave well. They develop confidence, resilience and positive attitudes to learning that prepare them for their next stage of learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a caring and nurturing environment where children feel safe, secure and emotionally supported. Staff know children and their families well and respond appropriately to their individual care and wellbeing needs. Effective settling-in arrangements help children develop secure relationships with staff and feel confident within the nursery. Children follow familiar daily routines, including mealtimes, hygiene routines and toileting. Staff respond sensitively to children's individual care needs throughout the day. For example, the nursery has low-level urinals with interactive targets to motivate children who are learning to use the toilet independently, helping them develop confidence in managing their own personal care. Children spend most of the day outdoors, benefiting from fresh air, exercise and opportunities to support their emotional wellbeing. Staff help children understand how to keep themselves safe, for example, when using tools and cooking on the campfire.

Staff promote effective hygiene routines and encourage children to wash their hands before eating and after using the toilet. During hot weather, they ensure children wear sun hats, apply sun cream, remain well hydrated and spend time in shaded areas when ultraviolet levels are high. During snack and mealtimes, staff describe the foods children are eating, such as 'You have an apple' or 'You have a Marmite sandwich'. However, staff do not always extend these conversations to help children build a deeper understanding of healthy foods or healthy lifestyles. Strengthening this aspect of practice would further support children's developing knowledge.

Leadership and governance: Expected standard

Dedicated leaders provide a welcoming outdoor nursery with a clear vision for children to learn through nature, play and first-hand experiences. They generally know the nursery's strengths, identify areas for development and demonstrate a reflective approach to improving the quality of the provision. Leaders prioritise staff wellbeing and professional development. They encourage staff to reflect on their practice and build confidence within their roles. Staff benefit from training, including forest school practice, using tools safely and leading designated areas of responsibility. However, leaders do not monitor the quality of teaching precisely enough to ensure professional development is consistently targeted to strengthen the quality of teaching. Training has focused more heavily on developing staff's knowledge of outdoor learning than on strengthening their understanding of high-quality teaching. Consequently, staff do not consistently use high quality interactions to build further on children's learning.

Staff speak positively about leaders, describing them as approachable and supportive. Staff morale is high and they feel well supported. This contributes to a positive team culture where staff work collaboratively to provide consistent care and learning experiences.

Leaders work closely with parents and other professionals to support children and their families. Parents speak highly of the care, communication and the unique outdoor experiences the nursery provides. Although each child has a designated key person, leaders do not ensure parents know who plans for and supports their child's learning and development. Leaders also do not ensure children's next steps are routinely shared clearly enough to help parents continue learning at home. This means children do not always benefit from consistent support between home and nursery.