Two Rivers Kindergarten

Inspection of Two Rivers Kindergarten Huish Lodge, Instow, BIDEFORD, Devon EX39 4LT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children have a terrific time learning outdoors in natural woodland in this novel setting. They have ample opportunity to discover what plants need to grow and to watch the changing seasons. They get the chance to see new-born lambs and calves and help to feed them. They build strong muscles, learn to manage and assess risks as they climb trees and negotiate pathways through the woodland. At their base camp they have created musical instruments from metal pots and pans, wind chimes from pieces of metal tubes and discs and use beaters to explore the different sounds.

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The provision is good

Children learn to use tools safely to create models. Staff help them to construct a see-saw, using a log pushed into the ground with a plank balanced over it. Children make up fantastical stories as they pretend to battle dragons with 'swords' made from twigs and small branches. They serve 'ice creams' using mud and containers or toast 'marshmallow flowers' over the pretend fire pit. They remind each other to be careful and sit down near the fire so they can stay safe.

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need to do better?

n Staff form secure attachments with the children and help them feel safe and secure. They recognise when children are unsure about changes and new situations, giving them time to relax before engaging them in play and activities. n Children eagerly get into their play in the forest. They make the most of their walk to the base camp. They stop along the way to explore the gardens of the estate, running through the hedge tunnels and clambering up steps with confidence. In a clearing, they find natural materials such as fallen twigs or branches and use their imagination to turn them into vacuum cleaners and cars. A bush becomes a lift, and a blue flower is a bird that they tick off on their treasure hunt list. n Staff make accurate assessments of children's capabilities. They plan appropriate challenges to enhance children's learning and development. They recognise what children need to learn next and make sure any gaps close quickly. They

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need to do better?

share what children are learning with parents and others who care for the children, so children receive consistent experiences that help them make good progress. n For the most part children show kindness and consideration to others. They share the resources well and use good manners. Sometimes, staff miss chances to provide clear messages for children as they join in group activities to help them cooperate and respect other's feelings. For example, some children mess about at the lunch table and bump others or talk over children as they play a guessing game. n Partnership with parents is strong. Staff work hard to make sure parents are

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need to do better?

12 March 2020 involved in their children's learning, including using different media such as video and photographs to show parents what children do during the day. Parents comment that children thoroughly enjoy being outdoors, and say they have seen them gain confidence and resilience. n There are some systems in place to support staff. For example, the manager makes sure she monitors staff she works with. She provides them with regular supervision meetings to discuss practice and helps them to access professional development opportunities to develop their skills. However, the provider does not provide appropriate arrangements for the supervision of the manager, to ensure she has effective support, coaching or training opportunities. n Children are articulate and inventive. They make connections as they play. For example, as they cover themselves in mud from the puddles, they recall characters from favourite stories, saying they are the 'mud monster' chasing the

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need to do better?

dragon away from the witch. Staff join in the play and encourage children to extend their ideas, including through asking questions and posing challenges. Children are motivated and eager to learn.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are vigilant about safety, reminding children of the rules for forest school, such as not to pick anything growing or to eat things they find around them. Children know to stay close enough to see staff as they walk to the base camp. Staff know what may make a child vulnerable and possible signs or symptoms of abuse. They understand when they need to refer concerns about a child. The manager ensures that any equipment needed to keep children safe is working properly, such as having mobile phones charged and carrying a first-aid kit when out on walks.

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should:

n ensure there are appropriate systems in place to provide effective supervision, support, coaching and training for the manager n provide children with positive messages to help them understand expectations for working and playing together at group times.

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Setting details

Unique reference number EY437474 Local authority Devon Inspection number 10074991 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 10 Number of children on roll 17 Name of registered person Two Rivers Kindergarten CIC

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reference number

Telephone number 07707065902 Date of previous inspection 19 May 2016

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Information about this early years setting

Two Rivers Kindergarten registered in 2011. The setting operates in line with the forest school philosophy. It is based in a wooded rural location close to the villages of Huish and Instow in North Devon. The kindergarten is open Monday to Friday from 9.30am to 2.30pm during term time. It is in receipt of funding for the provision of free early education for children aged three and four years. There are three full-time members of staff who work with the children and two part-time members of staff. All staff hold appropriate childcare qualifications at level 3.

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Inspection activities

n The inspector and manager completed a learning walk of the forest school setting to understand how the curriculum and early years provision are organised to support children's learning and development. n The inspector spoke with the manager, staff and children at appropriate times during the inspection. n The views of parents spoken to on the day of the inspection were taken into account by the inspector. n Observations were carried out of staff working with the children and a joint evaluation of activities discussed with the manager to reflect on the quality of teaching. n The inspector sampled relevant documents, including risk assessments, policies and procedures and children's records.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

12 March 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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