Little Forest School on the Green

Inspection of Little Forest School on the Green St. Peters Church Hall, 3 Church Green, Tadworth, Surrey KT20 7SE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children flourish in this inspirational and nurturing setting. They are cared for by staff who have a deep understanding of their individual needs and promote their development exceptionally well.

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The provision is outstanding

Children are highly familiar with the daily routines and they know exactly what is expected of them. Through the staff's expert and consistent guidance, they very quickly learn to receive information as a group and to follow instructions carefully. Older children happily explain to younger children why the rules are in place. For example, they discuss what could happen if rules like climbing high into the trees are not followed. This prepares children exceptionally well for the next stage in their education and for life in the wider community.

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The provision is outstanding

The remarkable success of this provision lies in the precision of the planning, which reflects children's unique and evolving needs. Leaders and staff have designed an ambitious, highly effective and well-sequenced curriculum that provides all children with an excellent start on their learning journeys. The curriculum is creatively delivered, largely through forest school activities in local woodland. It aims to develop children's understanding that they are part of a bigger world, alongside their social skills and communication and language.

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The provision is outstanding

Children feel secure and valued and demonstrate strong communication and social skills. Staff actively listen to children and involve them in meaningful decision making, such as voting for which book to read during circle time. This inclusive approach fosters children's confidence, self-esteem and sense of belonging. It enables them to express themselves freely and engage in imaginative play, such as confidently pretending to be a grumpy camel or a huge elephant.

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need to do better?

n Quality of education is a key strength of the setting. Staff consistently build on what children already know to extend their ideas, vocabulary and communication skills. Children are immersed in expertly planned activities and spell-binding storytelling. This sparks their imagination, holds their attention for extensive periods of time and inspires them to be highly motivated and curious learners. n Communication and language are at the heart of staff's practice. Staff eloquently follow children's interests to further develop language and communication skills. For example, children speak with high levels of confidence and fluency about where you might find different animals in the woods. n Leaders and staff enrich children's learning experiences through very active involvement in village life and other festivals. For instance, they attend sports day at the local school, take part in the May Pageant and invite parents to share

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need to do better?

16 September 2025 their cultural celebrations with children. This supports children to feel part of the community around them and prepares them exceptionally well for life in the wider community and modern Britain. n Staff have very high expectations of children's behaviour, and they consistently model kindness and respect. This way, children develop excellent social skills. For example, they respond to a friend who is sad and offer help and ideas to a friend who is stuck on a task. n Children with special educational needs and/or disabilities (SEND) are fully included. Through meticulous assessment, staff skilfully and quickly identify gaps in children's learning and development. They highly effectively use creative strategies to support their development and integration. Staff seek support from other professionals when required to support children's individual needs. n Leadership is extremely strong. Leaders have created a highly supportive

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need to do better?

environment where staff feel genuinely heard and valued. Leaders pay careful attention to staff's development, well-being and workload. This contributes to the very low staff turnover and a harmonious and highly respectful working environment. n Communication within the nursery is exceptional, and all staff have a clear understanding of the curriculum. Based on their deep understanding of the individual children and child development, they support each other daily to develop ideas and strategies for how to progress each child's learning. This approach supports all children to make the best possible progress. n Leaders and staff build strong and highly effective relationships with parents and engage them in a dialogue about their children's development, progress and experiences. They send home story bags with ideas for how to continue children's learning at home, and children proudly show off and discuss their

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need to do better?

creations. This provides children with fully cohesive care and 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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Setting details

Unique reference number EY334749 Local authority Surrey Inspection number 10407742 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 26 Number of children on roll 42 Name of registered person Clift, Angela Jane

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reference number

Telephone number 07887 990516 Date of previous inspection 16 January 2020

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Information about this early years setting

The Little Forest School on the Green registered in 2006. It is privately owned and operates from St Peter's Church Hall in Walton on the Hill, Surrey. The nursery school is open each weekday during term time. Sessions are from 9am to 3pm. The nursery school employs 10 members of staff. Of these, six staff hold appropriate qualifications at level 3 or above. The nursery school is in receipt of funding for two-, three- and four-year-old children.

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Inspection activities

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 Staff spoke to the inspector about how they support children with SEND. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children told the inspector about their friends and what they like to do when they are at nursery. 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.

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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

16 September 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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