Little Forest Folk

Inspection of Little Forest Folk Piccolo Playcentre, Duke Road, Chiswick W4 2JR

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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 Outstanding

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The provision is good

Children show enjoyment while exploring the wide range of stimulating opportunities that staff provide in this forest setting. They behave exceptionally well and feel safe in the care of the enthusiastic and friendly staff. Staff support children's understanding of expectations. For example, they teach children a song about safety and the rules and emergency procedures in the forest. Children have an excellent knowledge of the procedures and understand what is expected of them. For example, when animals come on to the camp, children know to cross their arms and stand still. Children guide the inspector to follow this requirement. Staff also speak to children about road safety. Children can identify when it is safe to cross the road on their walk to the forest.

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The provision is good

Children play well together. They show respect for each other and help others to achieve a task. For example, children independently help others to carry a hose around the camp. When children make a waterfall, they help each other to pour the water from the tub down the mud slide. Staff speak to children about their feelings and the feelings of others. This supports children to learn about themselves as well as others. Children engage well in story sessions. For example, staff and children discuss the story of 'Pirate Pete's Potty'. Staff encourage children to reflect on what they have read and extend on this by discussing what they do in the forest. This supports children to develop their conversational skills.

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need to do better?

n Staff place a focus on children's communication and language development in the setting. They use a variety of different methods to develop and enhance children's learning in this area. Children have opportunities to create their own stories. They take turns developing their ideas and give different suggestions. Staff then incorporate these into a story. They also display new words around the forest and include these words in conversations. For example, children talk about the sounds that different musical instruments make during a music session. Staff explain the meaning of the word 'volume' to children. n Children enjoy exploring the natural world around them. They move logs independently to look for different insects. Staff support children's learning by joining in with their play. They encourage children to spend time looking for insects underneath the logs. Children use magnifying pots to explore the insects

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need to do better?

that they find. Staff talk to children about how to treat animals. This helps children to learn care for and respect the natural environment around them. n Children have plenty of opportunities to explore sounds. They engage in singing sessions. For example, staff play the guitar as children and staff sing together. Children also have opportunities to play with different musical instruments. Staff encourage them to use different volumes, such as loud and quiet. Children

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need to do better?

24 April 2024 experiment with sounds and play the instruments at different speeds. n Leaders are extremely reflective. They evaluate the setting and create plans to further improve. Leaders have identified the stimulating forest environment to be a strength. They have also highlighted staff's supervision processes as an area they would like to further enhance. Staff receive regular support through supervision sessions, appraisals and weekly team meetings. However, more can be done to ensure that all staff are closely monitored and supported to develop their knowledge, skills and abilities to an even higher level. n Parents speak favourably about the setting. They talk about about the benefits of the forest approach. Parents are happy with the communication that they receive and the support that is given to them and their children. n Children have plenty of opportunities to develop their physical skills. For

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need to do better?

instance, they take part in a music activity where they move their bodies in different ways. Children use their gross motor skills as they move different natural materials around the camp to create new play spaces. n The special educational needs and/or disabilities coordinator (SENDCo) has a good understanding of each child's individual needs and has plans in place to support children to make progress. Staff identify when children require additional support and refer them to external agencies if needed. The SENDCo understands the importance of working closely with these agencies to support all children to develop to their full potential. Staff use additional funding to provide opportunities to support children in the environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the current arrangements for staff supervision to help all staff to reflect on their knowledge, skills and abilities and develop their practice to an even higher level.

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Setting details

Unique reference number EY498132 Local authority Hounslow Inspection number 10335219 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 20 Number of children on roll 46 Name of registered person Little Forest Folk Ltd

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reference number

Telephone number 07557192180 Date of previous inspection 7 June 2018

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Information about this early years setting

Little Forest Folk registered in 2016 and is located in the London Borough of Hounslow. It operates all year round, Monday to Friday, except for bank holidays and one week at Christmas. Sessions are from 8am to 6pm. The setting employs nine members of staff. Of these, two hold qualified teacher status and four hold early years qualifications at level 3 or above. 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 setting 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 their evaluation of the setting. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. 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 and manager about the leadership and management of the setting. n The SENDCo spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the interactions between staff and children. n The manager and the inspector carried out joint observations of group activities. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

24 April 2024 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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