Setting 2530753

Report for childcare on domestic premises

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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 Inadequate

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The provision is good

Children are greeted with a smile on arrival at this homely setting. Staff are kind and caring towards children, and children demonstrate positive relationships with each other. For example, older children help younger children to get their wellies ready to go outside. Children are provided with a range of opportunities to support their understanding and appreciation of the natural world. They excitedly get ready to feed the sheep, talking about where wool comes from and what can be made from it. Children are happy and secure. Staff model positive behaviours, such as reminding children how to keep themselves safe. For example, children hold each other's hands when walking across the farm and going on a woodland walk together.

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The provision is good

Staff have high expectations for children. Children plan what they want to learn about, and this is skilfully extended by staff, who use their knowledge of children's next steps to ensure they make progress. For example, children wanted to learn about growing fruits and vegetables, and staff created a fruit garden that the children look after and have won awards for. This supports children's independence and social skills. Children's language and communication skills are prioritised. For example, staff have created a language-rich environment where stories, songs and rhymes are plentiful. Children enjoy choosing different action rhymes to perform outside, and they delight in sharing books together. This means they are exposed to and use a wide range of vocabulary.

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need to do better?

n Leaders and managers have made significant improvements since the last inspection. They have undertaken a range of training and access regular support from the local authority to improve practice. They are reflective of the challenges they have faced and are committed to developing practice and provision even further. For example, they have plans to expand staffing to provide more places for families locally. n Children with special educational needs and/or disabilities are well supported. For example, a physiotherapist visited the setting to show staff how to support children with their physical development. As such, children's individual needs are met well. n Staff work hard to create an inclusive environment where children can freely explore the toys and resources and join in with adult-led activities. However, at times, staff do not use what they know about children to engage them fully in activities. This impacts on children making the best possible progress that they

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need to do better?

could. n Children are encouraged to be independent. For example, they eagerly choose which jobs they want to do, such as setting the table at lunchtime and taking

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need to do better?

21 November 2022 turns in getting their own dinners. Children are kind and caring towards each other. For example, children ask how their friends are feeling and show genuine care. Older children help younger children to carry the sheep feed when outside. This supports children's confidence in their own abilities and promotes their self- esteem. n Children are highly valued and included at this setting. For example, children who speak French at home are encouraged to share nursery rhymes in French and different French words. Children's art and craft creations and photos of their learning are displayed throughout the setting. This builds children's confidence and emotional well-being. n Staff model positive behaviours, such as reminding children to say 'please' and 'thank you' and praising them when they do. As such, children play well together, taking turns and sharing. For example, older children help younger

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need to do better?

children at lunchtime to put the lids on their drinks. n Children are provided with a range of opportunities to learn. They sing rhymes daily in the large outdoor tepee and share stories under the 'fairy tree', which supports their language. Children recall favourite stories, such as when staff used an app to enable a 'real' tiger to come to the setting to celebrate 'The Tiger Who Came to Tea' story. Throughout the setting, staff support children's mathematical learning. For example, they encourage children to count out different scoops of feed for the sheep, and children enjoy building towers with bricks and talking about the different sizes, shapes and colours. n Parents report that their children have made significant progress with their speaking, social skills and confidence. They are provided with regular information about how their children are doing and what they can do at home to support them. As such, they say that their children are doing very well, and they

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need to do better?

have no concerns. n Children are encouraged to use their imagination. For example, they choose items from the 'curiosity cottage' to explore with, and they make items from natural resources as part of the forest school provision. Children enjoy exploring play dough and making models. They chat happily with each other and proudly share their creations with staff. This supports children's imaginative skills and perseverance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff have prioritised safeguarding and can explain confidently what they would do in a range of scenarios. They have accessed a range of training to improve their knowledge and understanding. They can explain what they would do if they were concerned about a child or a member of staff and who they would go to for further advice and support. Recent training has focused on topics such as female genital mutilation and radicalisation and extremism. Staff are confident in their knowledge of how to keep children safe from harm.

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should:

n strengthen activity planning to engage all children fully in activities, to help them make the best possible progress.

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Setting details

Unique reference number 2530753 Local authority Surrey Inspection number 10245953 Type of provision Childcare on 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 16 Number of children on roll 16

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Information about this early years setting

Portfield Farm Nursery And Forest School registered in 2020. The nursery is situated on a farm in Outwood, Surrey. The nursery operates from 8am to 6pm, Monday to Friday, for most of the year. There are six members of staff, of whom three have childcare qualifications at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The provider and the inspector completed a learning walk together to discuss their intentions for children's learning. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual/registered individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

21 November 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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