Strong Roots Forest School

Inspection of Strong Roots Forest School All Saints Pastoral Centre, Shenley Lane, London Colney, St. Albans AL2 1AF

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children flourish in this wonderful, totally outdoors forest school setting. Children separate easily from their parents or carers. They rush in to explore the vast range of experiences on offer in the wondrous environment. Children have a deep sense of ownership of the setting. They are proud to show visitors around and talk about why 'Strong Roots' is important to them. Children know this is a place where they belong and gleefully talk about what activities they like best. Children clearly feel safe and happy and build secure attachments to all staff members. The behaviour of all children is excellent.

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The provision is outstanding

Children are considerably kind and courteous to their friends, staff members and visitors. They understand the need for rules, especially around activities involving fire. Staff help children to understand risk and to learn how to work out for themselves what is safe. For example, when children are walking over fallen branches, staff suggest they look at the thickness of them. Children quickly work out that some branches are too thin and will break under their weight. Children are extremely resilient. Trips and mishaps occur as children challenge themselves. Undeterred, they get up, dust themselves off and keep trying until they succeed.

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need to do better?

n The provider and staff design and implement a simple, high-quality curriculum, which continually builds on what children already know and can do. They focus on small, measurable targets for children to achieve. Staff tailor their teaching style to support the unique learning preferences for every child. The curriculum promotes the development of character, independence and resilience through activities and experiences. All children make excellent progress in their learning and development. n Staff give the highest priority to developing children's communication and language skills. They provide a constant commentary and use every opportunity to build on children's language. When children play hiding games they learn new words, such as 'camouflage'. Children are inquisitive and ask lots of questions. Groups times, such as snack and lunch, are highly sociable occasions. Warm, friendly, fun conversations flow freely between all children and the attentive

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need to do better?

staff team. n Early literacy skills are fully embedded and weave seamlessly throughout the setting. Children relish listening to stories with staff in the cosy, dedicated reading space. They concentrate on the story and listen intently. Children choose books and enthusiastically share them with visitors. They make up their own stories from looking at the pictures. Children use expression and feeling as they read. Children remember what they have learned from books. For example. when they find a worm, they take great delight in linking it to a familiar story.

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need to do better?

23 May 2023 n Children with special educational needs and/or disabilities (SEND) receive excellent support. Staff work closely with other professionals and parents to ensure that all children fully access the curriculum and make the very best progress. Effective strategies are put in place to close gaps in children's learning and development. Staff learn about children's cultures and home languages to support children who speak English as an additional language. These children quickly learn to understand spoken English and begin to use words and sentences for themselves. n Partnerships with parents are strong. Parents have the utmost praise for the setting and staff. They say they are very well informed about their children's progress and next steps in learning. Parents say that children are thriving as they are nurtured by dedicated staff. They say they can think of no other place they would want their children to spend their earliest years in education.

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need to do better?

n The provider strives to deliver the highest quality care and education. She and her staff consistently reflect and evaluate their practice. Staff receive regular communication and supervision meetings. They have access to regular, high- quality training to further strengthen and extend their already impressive teaching skills. Staff report that they feel highly valued and supported in their role by the provider and other colleagues.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have secure safeguarding knowledge and are highly committed to keeping children safe. They confidently know how to identify children who might be at risk of harm or abuse and the procedures to follow to record and report their concerns. The setting is a safe environment for children. The provider and staff regularly carry out risk assessments to keep children safe as they play and learn. In-depth recruitment procedures ensure all staff are suitable to work with children. The provider supports new staff to work through her comprehensive induction procedure; this includes safeguarding and child supervision responsibilities.

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Setting details

Unique reference number 2636656 Local authority Hertfordshire Inspection number 10285690 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 Sessional day care

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inspection

Total number of places 36 Number of children on roll 24 Name of registered person Strong Roots Childcare Limited

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reference number

Telephone number 07834989916 Date of previous inspection Not applicable

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Information about this early years setting

Strong Roots Forest School registered in 2021. The setting provides care for children aged between two and four years during school term times, from 8.30 am to 3pm, Monday to Friday. The setting provides out-of-school care to children aged four to 12 years from 9.30am to 4.30pm Monday to Friday during some school holidays. The setting employs four members of staff, one holds qualified teacher status and two hold a relevant qualification at level 3. The setting provides funded early education for two-, three- and four-year-old children.

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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 manager and has taken that into account in her evaluations. n The inspector and provider looked around the setting and talked about how the curriculum is planned and implemented. n The inspector observed the quality of education and assessed the impact this has on children's learning. She completed a joint observation with the provider. n The provider and the inspector met to discuss the leadership and management of the setting. The inspector looked at relevant documents, including evidence of the suitability checks carried out on staff and safeguarding and complaints procedures. n The inspector spoke to a number of parents, staff and children during the inspection and took account of their views.

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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

23 May 2023 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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