Out There Kindergarten

Inspection of Out There Kindergarten 252 Scout Group, Stonechat Gardens, Stapleton BS16 1UQ

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 Good

p.1

The provision is good

Children thrive in this setting. They engage highly enthusiastically in the rich learning experiences that staff carefully plan indoors and outdoors. Staff relate very well to the children. They instinctively extend children's learning as they go about their play, asking questions to promote their language and thinking. For example, they talk to children about the life cycle of frogs as they explore the 'pond' staff have recreated. Staff encourage children to use reference cards and models to sequence growth from frogspawn to frogs.

p.2

The provision is good

Staff provide very good support to encourage children to gain independence and help to prepare them for school. During group time, key persons provide focused activities tailored to their children's learning needs. For example, they help children to value diversity and teach them about different cultural and religious beliefs. Children show great interest as they learn about Ramadan.

p.2

The provision is good

Children enthusiastically chat to one another and to staff and visitors as they walk to familiar woodland. They recall spotting a woodpecker and beat sticks on stones to replicate their call. They have excellent opportunities to develop their agility and understanding of the natural world. They search for minibeasts and examine them closely with magnifying glasses. Staff show them how to use reference books to learn more about nature. Children climb among the trees and role play looking for 'treasure'. They learn to balance and traverse confidently across the slack line that they help staff to set up between trees. Children receive high praise and encouragement from staff to try new things and persevere with tasks, fostering their self-esteem.

p.2

need to do better?

n The staff team successfully implements a curriculum that takes account of what children need to learn while incorporating chosen learning approaches to make the very best use of the outdoor natural environment. Staff are highly enthusiastic in their roles. They have an in-depth understanding of children's needs, interests and abilities, and they identify what children need to learn next. For example, they want children to develop their early writing skills. They encourage children to mould and manipulate clay to strengthen their muscles and help older children to learn to form letters and numerals. They instinctively offer encouragement and support to foster children's all-round development. Staff know when to play an active role in children's learning and when to stand back and let them play freely. n Staff enable children to take risks in their play while actively teaching them how to keep safe. For example, when they arrive in the woods, staff recap the rules

p.2

need to do better?

of keeping within the coned area and not to run with sticks. Staff point out

p.2

need to do better?

5 March 2025 specific plants and fungi to children that they must not touch. Children recall prior knowledge and say 'no picky, no licky'. Children spot and name poisonous plants, showing their understanding of the world. Children thoroughly enjoy cooking outdoors. For example, they recently prepared and cooked Welsh cakes safely over a fire as part of St David's Day celebrations. n Staff instinctively foster children's language development. Children communicate with confidence and staff introduce new words, such as 'pendulum' and 'ratchet', to add to children's impressive vocabularies. Staff provide some bilingual support and introduce children to different languages. They use group times, stories and games to develop children's listening skills. For example, the youngest children listen intently to noises of hidden objects and name them correctly, describing the sounds. n Staff instinctively broaden children's mathematical awareness. Children count

p.2

need to do better?

with great confidence. They learn to recognise numerals, for example as they play a group game of hopscotch. Children understand mathematical concepts of size and shape, do simple calculations and solve problems. n The management team has a very good overview of the effectiveness of the planned curriculum and staff practice. Managers provide good training opportunities to enhance staff skills. For example, staff complete forest school training and use what they learn to maximise children's learning outdoors. The management team understands its responsibility to meet statutory requirements, but due to an oversight, it has not notified Ofsted of changes to the hours of operation and of the new manager. However, there is no impact on children and swift action was taken to rectify the situation. n Staff work highly effectively with outside professionals to seek extra support for children who need it to maximise their learning. They liaise well with some early

p.3

need to do better?

years settings who share children's care, but they do not develop partnerships with all settings children attend to ensure a consistent approach to children's learning. n Partnerships with parents are very strong. Parents report that their children are very happy at the setting. They value how well the staff share information about children's progress and ideas they can do with children at home. They praise staff highly for the support given to families.

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:

5 March 2025 n develop partnerships with other settings children attend to provide a consistent approach to their learning.

p.3

Setting details

Unique reference number EY560249 Local authority Bristol City of Inspection number 10375855 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

p.5

inspection

Total number of places 28 Number of children on roll 36

p.5

Name of registered person

Out There Forest School and Kindergarten Ltd

p.5

reference number

Telephone number 07948 674811 Date of previous inspection 7 May 2019

p.5

Information about this early years setting

Out There Kindergarten registered in 2018. It is located in the Stapleton area of Bristol. The kindergarten is open on Monday, Tuesday, Wednesday and Thursday, term time only, from 8am until 5.30pm. There are eight members of staff who work with the children. Of these, one holds qualified teacher status, one holds early years teacher status, five hold a relevant early years qualification at level 3 and one is unqualified. The kindergarten provides government funded childcare places and receives specific funding for disadvantaged children.

p.5

Inspection activities

n The manager joined the inspector on a learning walk of all areas of the kindergarten and discussed the early years curriculum. n The inspector observed the interactions between staff and the children. She observed the quality of education being provided for all children, both indoors and outdoors. n The inspector and manager evaluated the effectiveness of a group activity. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector joined staff and children on a walk to nearby woodland. n The inspector spoke with the manager and nominated individual about the leadership and management of the provision. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

p.6

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.6

Inspection activities

5 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7