The Forest Pre-School, Nursery & Outdoor Adventurers

Inspection of The Forest Pre-School, Nursery & Outdoor Adventurers The Reading Room, Bashley Cross Road, Hinton, Christchurch, Hampshire BH23 7DX

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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 Not applicable

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The provision is good

Children thoroughly enjoy their time at this inviting, woodland setting. They are warmly welcomed by friendly staff and arrive eager to explore. Children form strong bonds with staff from the outset, who are responsive to their needs. They move freely around the woodland's accessible areas for learning. Children develop good imaginations as they make up role-play scenarios with their friends. For example, they hop onto a make-believe camper van and go on an adventure. Children are guided by staff to consider what items they may need on their journey. They decide what exciting places they could visit. This helps develop children's understanding of real-life experiences.

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The provision is good

Children experience the natural world first hand . They are inquisitive and excited as they discover natural resources and find real creatures, such as butterflies. Children are keen to learn more about their discoveries and benefit when their learning is expanded further by the knowledgeable staff. Children learn that non- fiction books provide detailed information to improve their understanding. They use books with interest and enjoyment.

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The provision is good

Children are independent and confident. They behave well. Children work collaboratively with their friends and get resources together for their play, such as collecting water from the large water container to help make pretend pies. Older children show kindness and consideration towards others. They frequently support younger children in the safe use of various levels of terrain. This helps to promote children's compassion and commitment towards others.

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need to do better?

n Leaders design a curriculum that aims to promote children's all-round development. Children demonstrate growing skills to become resilient and creative learners. For example, they work with staff to make a tightrope crossing a ditch. They learn to hold the higher rope tight and place their feet securely on the lower rope to avoid slipping. They use this technique and persevere as they travel across. Children show a great sense of achievement and pride on completion of the task, particularly as there are moments when they wobble but regain composure. Staff stay on guard for additional support as needed and encourage children to remain focused and in control. n There is an effective key person system in place. Each key person has a good understanding of what children know and can do. This information is gathered through observations and discussions with parents. This helps staff consider the next steps in learning and plan activities to meet these. Children progress well in

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need to do better?

all areas of learning. n Mathematics is incorporated as children explore and play. Staff introduce

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need to do better?

2 August 2022 challenges for children to think about and solve. For instance, children are asked to compare items by size and weight. They use the language of size, such as, 'bigger' and 'smaller' when comparing leaf sizes. n Children learn about the importance of adopting healthy lifestyles. Their physical skills, which include their small- and large-muscle control, are well developed. Children have ample opportunities to safely use the extensive woodland areas, such as balancing on a plank over a ditch. This helps to enhance children's self- esteem and well-being. n Leaders are dedicated to continual improvement. They monitor staff's practice to ensure good quality and consistency. However, this monitoring is not precise enough. It does not highlight specific areas that individual staff need to work on to improve, so that their curriculum delivery is even better. For example, during adult-focused activities, staff introduce too many ideas into the planned activity

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need to do better?

and do not focus sharply on what each child needs to succeed. This means that children are having to deal with many aspects and their learning is not deepened. n Children gain good knowledge and understanding of the world around them. However, the opportunities to learn about the cultural diversity of Britain are limited. This means that children do not have the opportunity to make connections between their own and others' cultures and ways of life. n Parents speak with admiration about the significant impact of the provision on their children's progress. They comment on how ready their children are for school and that they have the essential skills needed to succeed in life. Parents are impressed with their children's knowledge, such as how to tend to plants. This is due to the children being actively involved in the allotment project where a variety of vegetables and fruits have been cultivated.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders know their responsibilities to protect children. All staff undertake mandatory training to make sure their knowledge is up to date. Staff have a good understanding of the different types of abuse and the possible signs that may indicate a child is at risk of harm. This includes, exposure to extremist views and behaviours. They know what procedures to follow if they have concerns about a child's welfare. The supervisor and staff team ensure that the premises are safe and secure. Leaders follow robust recruitment procedures to ensure that staff are suitable to work with children.

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should:

n strengthen monitoring of staff's practice to identify any weaknesses and to

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should:

2 August 2022 improve their curriculum delivery to focus more precisely on children's next steps in learning n raise children's awareness of the world further through learning opportunities that focus on cultures, diversity and people beyond their immediate experience.

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Setting details

Unique reference number 2524828 Local authority Hampshire Inspection number 10208219 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 62 Number of children on roll 96 Name of registered person Calder & Hannam Limited

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reference number

Telephone number 07909241898 Date of previous inspection Not applicable

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Information about this early years setting

The Forest Pre-School, Nursery & Outdoor Adventurers registered in 2019. The setting employs 14 staff members. Of these, one holds an appropriate qualification at level 6, one holds a qualification at level 5 and eight hold qualifications at level 3. The setting opens from 8.00am to 4.30pm, Monday to Friday, all year round. The setting is in receipt of funding for the provision of free early education to children aged three and four years old.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluation of the provider. n The supervisor took the inspector on a learning walk around the setting to share what staff provide and how this assists children in their learning and development. n The quality of teaching during activities was observed, and the inspector assessed the impact this has on children's learning. n The inspector spoke with leaders, staff, parents and children at appropriate times throughout the inspection. n The inspector carried out a joint observation with the supervisor. n The inspector held a meeting with the leaders. She looked at relevant documentation and evidence of the suitability of staff to work with children.

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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

2 August 2022 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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