Wild Explorers Forest School

Inspection of Wild Explorers Forest School 217A Chester Road, Poynton, Cheshire SK12 1DS

p.1

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

p.1

The provision is good

Children play and learn happily at the setting. They spend most of their time free to explore the outdoors in a secure and supervised environment. A cabin is used at times, for example mealtimes, to provide a warm and safe indoor space. Staff have created a diverse environment, offering children many different areas to discover. They provide highly engaging activities that capture children's attention. For example, children explore using their senses as they make potions. They work on their physical skills as they use a variety of utensils while smelling lemons, mint and roses.

p.2

The provision is good

Staff support children to take risks in their play, which helps children to understand their own limits. This allows children to develop skills to a high level, particularly physical skills like climbing. Rhyme time sessions and Spanish classes complement the broad curriculum, offering children a range of activities that support their development. Staff encourage children to develop genuine care and concern for one another. For example, when children take a tumble, their friends help them up, pat them on the back and make sure they are okay. Overall, children behave very well. They support each other. For example, when children attempt to use the water dispenser out of turn, others remind them that they must take turns. These interactions are highly effective and children apologise and patiently wait for their go.

p.2

need to do better?

n Staff have developed a curriculum that covers all areas of learning. They know children well and understand what children need to learn next to make good progress. Staff set up inviting activities designed to appeal to children. This supports them to develop the knowledge and skills they need. n At times, staff do not communicate what they expect from children clearly. For example, at story time children are sometimes unaware of what staff want them to do. They wander off and play with nearby sticks, losing focus on the story. On occasions such as these, children do not all benefit from the learning that was intended. n Staff interactions with children support their learning, For example, while making potions, staff ask children questions which encourage them to think creatively. Children consider what ingredients to add and what magic powers their potion might give them. This helps to develop children's imaginations and creativity.

p.2

need to do better?

n Children are confident and independent learners. For example, even the youngest children pump soap and try to wash their hands by themselves. That said, staff do not always check that children have washed their hands thoroughly and some children do not fully complete the task. This does not contribute effectively to enhancing children's understanding of the importance of good

p.2

need to do better?

4 March 2025 hygiene routines. n Children develop a strong sense of resilience, which contributes to their high levels of self-esteem. For example, staff support children to chop lemons to include in their potions. Although they find the task very tricky, they do not consider giving up. Children show great perseverance and are delighted when they achieve their aim. n Staff teach children to assess risks and manage their own risks in play. For example, children understand that they can carry around small sticks. Staff teach children that large sticks need to be dragged across the ground to keep everyone safe. Children make these decisions accurately for themselves, showing excellent critical thinking skills and awareness. n Staff use a variety of strategies to support children's good behaviour. For example, when they get ready to walk the short path to forest school, staff ask children to use 'sticky feet'. Children immediately freeze as though their feet are

p.2

need to do better?

stuck to the floor. This helps children to focus on instructions from staff. n Parents praise the setting, particularly the communication they receive. Staff use an online app to share updates with parents. Parents also share milestones from home. This helps staff to get to know children really well. They share next steps with parents so they can practise at home. This helps to promote a consistent approach to children's care and learning. n Children with special educational needs and/or disabilities (SEND) receive good support. Staff identify any emerging needs quickly. They work closely with parents and the local authority to develop individual plans. This helps children with SEND to work towards small achievable goals. Children with SEND make good progress in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n strengthen children's understanding of what is expected of them so that they benefit most from the learning experiences provided n develop handwashing routines so that children develop a greater understanding of the importance of good hygiene routines.

p.3

Setting details

Unique reference number 2685811 Local authority Cheshire East Inspection number 10368164 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 20 Number of children on roll 35 Name of registered person Bingle, Victoria

p.4

reference number

Telephone number 07772645711 Date of previous inspection Not applicable

p.4

Information about this early years setting

Wild Explorers Forest School registered in 2022. It operates from a privately owned wooded area in Poynton, Cheshire. It is open term time only, Monday to Friday, from 8am until 4.30pm. The setting employs nine staff who work with the children. Of these, one is qualified to level 7, one to level 6 and three are qualified to level 3. The setting provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector completed a learning walk of the setting with leaders and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector conducted a tour of the site, inspecting all boundaries of the land used by the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views with the inspector. n The inspector carried out a joint observation with the manager. n Leaders provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

4 March 2025 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6