Wild Arts

Inspection of Wild Arts Charmill Cottage, Long Furlong, Findon, Worthing BN14 0RJ

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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 Not applicable

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The provision is good

Children appear to feel safe and are well cared for at this outdoor learning setting. They run to greet staff with a cuddle and talk about their activities at home. Children arrive happy and excitedly talk to visitors about the projects they have been designing. For example, they discuss how they have been learning about pollution and confidently talk about how to look after planet earth.

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The provision is good

Staff provide children with clear information about boundaries and how to keep safe in the outdoor environment. For example, they remind children why it is important to travel together as a group when they visit the forest. Staff also have discussions with children about the importance of respecting everyone's personal space. Children develop a good understanding of what is expected of them.

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The provision is good

Leaders create a curriculum that is broad. It is developed to explore the different areas of learning in a well-organised outdoor setting. Leaders provide teaching that prepares children for the next step in their education. For example, staff teach children about different letters in their name. Together, they use their fingers to trace different letters in the sand. Children practise skills that support their early literacy skills.

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need to do better?

n Children build strong communication skills. Staff regularly use group learning opportunities to build on children's ability to talk confidently with their peers. For example, they sit together in a circle and talk about how they care for their pets at home. They also discuss their friends and relatives. Children are supported to learn about their unique character as they engage in group conversations. n Staff provide plenty of materials for children to explore their expressive art and design skills. They carefully link this into all areas of children's learning. For example, they talk to children about the properties of a wooden cube and decide to turn it into a dice. Children discuss whether to add dots or numbers to each side as they colour with paint pens. Staff extend children's learning by furthering their knowledge of linking numbers to objects. Children are inspired as they gain an understanding of early mathematics.

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need to do better?

n Staff recognise the importance of introducing books and stories into their teaching. However, at times, staff do not recognise the impact of the distractions while staff are reading, such as other conversations and activities. This means that children who are engaged in the story struggle to listen attentively and lose interest. As a result, children's love of reading is not consistently extended. n Staff teach children about different materials. For example, children talk about the difference between bamboo, cardboard and plastic. Children have meaningful discussions about recycling and the importance of caring for the

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need to do better?

1 May 2025 earth and environment. They demonstrate their understanding by explaining how to use the compost bin and how items can be reused. Children learn about the world they live in. n Leaders have developed effective partnerships with parents. They share information regularly and parents explain that they feel well informed about children's learning. However, where children attend other early years settings, channels of communication are not yet robust. For example, leaders do not share and gather information about children's progress and development. This means that, at times, children do not consistently benefit from a shared approach to their learning. n Staff talk to children about looking after themselves. For example, children have discussions about brushing their teeth. Staff promote children's understanding as they talk about drinking water and the importance of exercise. Children also discuss why they need to wear sun cream and explain what they need to stay

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need to do better?

safe on a hot day. Children receive information that promotes their understanding of personal health. n Leaders have a clear oversight of their provision. They engage in regular professional development to increase their skills. For example, they have completed forest school training to further enhance the quality of education provided outdoors. Through training such as this, teaching standards are raised for children.

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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 build on children's attention during story time to further increase their love of reading n develop partnerships with other early years settings that children attend to promote a shared approach to children's learning.

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Setting details

Unique reference number 2803785 Local authority West Sussex Inspection number 10392635 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 10 Number of children on roll 20 Name of registered person Wild Arts Atelier LLP

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reference number

Telephone number 07515110296 Date of previous inspection Not applicable

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Information about this early years setting

The Wild Arts provision registered in September 2024 and is located in Worthing, West Sussex. It operates for most of the year, Tuesday to Thursday, 9.30am to 3.15pm, and it provides care for children between the ages of four and eleven years. There are two members of staff, one of whom holds a relevant early years qualification at level 3.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

1 May 2025 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

1 May 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.

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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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