Greenglade Forest School

Inspection of Greenglade Forest School Whiteshaw West, Denholme, Bradford BD13 4NE

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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's days begin with a unique and exciting adventure in this setting. Staff warmly greet children at a community meeting point, before happily beginning the journey to the forest school together. This daily transition is a sociable and positive experience, where children chat excitedly with friends about the day ahead.

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The provision is good

Children thrive in this stimulating and off-grid environment. Staff trust children to be capable and independent. Children show a deep sense of ownership, from storing belongings in their personal colour-coded box to helping create the daily rules. They confidently navigate the natural landscape, understanding the boundaries they have helped to establish. Staff encourage children to take managed risks, such as balancing on logs or using tools under careful supervision.

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The provision is good

Children's learning is an organic and responsive process, sparked by their natural curiosity. For example, when children show an interest in ladybirds, staff promote discussions about habitats and support children to build a 'swimming pool' from grass. Children lead their own play with immense imagination. For instance, they turn a fallen log into an aeroplane and create tickets to board. This child-led discovery builds on an ambitious and well-sequenced curriculum. Through skilful observation and assessment, staff know what children can do and what they need to learn next.

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need to do better?

n Staff get to know children very well through a personalised settling-in process, including home visits. This builds strong and trusting bonds and allows staff to create an inclusive environment. Staff tailor activities to children's individual needs. They prioritise children's emotional well-being. For instance, staff provide a quiet 'fairy path' to help children to feel secure. As a result, children make good progress. n Staff plan well-established routines to help children to feel secure and understand what to expect next. Children's behaviour is a strength in this setting. They show impressive self-control, for example, by lining up patiently when moving between areas. However, the lunchtime routine is not as well organised as other parts of the day. For example, children have a long wait for food after sitting at the table. This causes some children to become restless and lose focus on their learning. This can leave them feeling confused and unsure of

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need to do better?

what is expected of them. n Staff promote children's communication and language. They model new vocabulary naturally during play, with children learning complex words, such as 'pollination' and 'regurgitation'. Staff value children's ideas, leading to shared thinking. Children confidently recall their previous learning, such as remembering

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need to do better?

14 August 2025 that a moth is 'nocturnal'. n The environment is planned to provide exceptional opportunities for children to develop their physical skills. Children are active, run freely, climb trees and negotiate uneven terrain. This helps to build their balance and coordination. Staff thoughtfully introduce resources to support children's specific needs. For instance, they use soft straw bales to develop children's confidence of climbing. Children develop their gross motor skills, such as when they work together to carry heavy logs, operate small diggers in the sand and use watering cans in the garden. n Children gain a superb understanding of healthy eating and sustainability. They are proudly involved in the full 'seed to plate' process, from growing their vegetables and fruit to composting waste. Children share this experience with their families, who take home produce their children have grown. Children have

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need to do better?

access to fresh drinking water throughout the day. n Parents and carers are overwhelmingly positive about the setting. They state that their children are well cared for and leave the setting prepared for school. Parents report that their children make excellent progress in their confidence and independence. Communication with parents is effective. Staff use an online app to share snapshots of children's learning, provide daily updates and encourage parents to share information about what their children enjoy doing at home. n The leadership team is strong. It has a clear vision, which all staff share, for developing independent and resilient children. Leaders support staff's well-being and professional development effectively through coaching and regular training. Staff describe leaders as approachable with an 'open-door policy', a culture that directly enhances the quality of education.

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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 review the organisation of mealtimes to ensure that children remain fully engaged in purposeful learning.

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Setting details

Unique reference number 2741261 Local authority Bradford Inspection number 10405822 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 96 Number of children on roll 72 Name of registered person Hipperholme Day Nurseries Limited

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reference number

Telephone number 01422200123 Date of previous inspection Not applicable

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Information about this early years setting

Greenglade Forest School registered in 2023 and is located in Bradford. There are five members of childcare staff employed in the setting. Of these, all staff hold appropriate early years qualifications at level 3 and above. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The setting provides government-funded childcare.

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Inspection activities

n The nursery manager and deputy manager joined the inspector on a learning walk of all areas of the setting and discussed the early years curriculum. n The inspector and manager completed a joint observation of a planned group activity. n The inspector observed the interactions between staff and children. n The inspector spoke to parents during the inspection, looked at several parental emails and took account of their views. n The manager spoke with the inspector about the leadership and management of the setting. n The inspector observed the quality of education being provided for all children. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n Staff discussed with the inspector how they support children with special educational needs and/or disabilities. n The inspector discussed with staff how they deal with and record accidents and

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Inspection activities

incidents. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke with the inspector during the inspection about what they enjoy doing at 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

14 August 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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