Wildlings Forest Kindergarten

Wildlings Forest Kindergarten

Unique reference number (URN): 2763963 Address: Grammarcombe Woods, Ashcombe Estate, Ashcombe, Exeter, EX7 0QE Type: Childcare on non-domestic premises Registered with Ofsted: 30/11/2023 Registers: EYR Registered person: Standen, Hannah Lucy

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make rapid progress across all areas of the curriculum, especially in communication and language. Staff work closely with parents to identify starting points and plan next steps. They skilfully support children to develop the knowledge and skills they need for future learning. Staff know the key milestones and prepare children effectively for school, particularly in the prime areas. Children grow in confidence and independence, ready to make the most of their skills and interests.

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Achievement Strong standard

Staff are highly effective in recognising when children need extra help and respond quickly to build resilience and perseverance. Children receive targeted support through small groups or one-to-one sessions when required. This personalised approach ensures that all children overcome barriers and achieve well from their starting points, leaving them well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have been rigorous in establishing a positive environment where everyone has high expectations and always acts in the best interests of the children. Behaviour is good, and children learn the skills they need to become good citizens. They manage their own feelings and behaviour and can negotiate and express their needs with each other. Staff notice quickly when children need extra help to get along and provide impactful support that meets their individual needs.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and respectful, giving children a strong sense of belonging. Practitioners consider each child's age, stage of development and circumstances when helping them follow routines and expectations. Leaders are highly effective at working closely with parents to promote good attendance at the setting. Barriers to learning are recognised and acted on promptly, and leaders seek external support when needed.

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Behaviour, attitudes and establishing routines Strong standard

Clear routines help children feel secure and confident, while collaborative activities teach them how to share and work together. This approach ensures that children develop positive attitudes, respect for others and independence in a calm and supportive setting.

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Children's welfare and wellbeing Strong standard

Care practices are highly effective in meeting children's individual needs. Hygiene routines, such as toileting and handwashing, are well established and help children develop independence. For example, children wash their hands and learn to find their own towels independently. Allergies are carefully managed. For instance, children have set places at snack time and sit near adults for safety. Staff communicate with parents to avoid allergens and follow care plans, including those for adrenaline auto-injectors.

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Children's welfare and wellbeing Strong standard

Secure and respectful relationships between staff and children give every child a strong sense of belonging. Key persons know children well and respond precisely to their needs with warmth and consistency. Children are supported to understand personal safety through regular walks around the setting's boundaries and are encouraged to eat healthy food. Staff work closely with parents when concerns arise, promoting the addition of fruit and vegetables in lunch boxes.

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Curriculum and teaching Strong standard

Leaders have high aspirations for the children attending this inspiring and stimulating setting. Staff have developed a bespoke and broad curriculum that is focused on developing children's resilience, independence and ability to be together. Staff consistently provide children with lots of opportunities to learn about the wider world and seasonal changes through their outdoor setting. For instance, children observe the changes to the trees around them during a local walk and comment on the trees within the setting. Leaders meet with staff regularly to assess and plan children's next steps and to review the impact that these have had.

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Curriculum and teaching Strong standard

Staff carefully plan activities to build children's independence throughout the day. For instance, children are supported to put on their own coats, open and pack away their lunch boxes and operate a foot pump independently to get water to wash their hands.

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Curriculum and teaching Strong standard

There is a sharp focus on developing children's communication and language skills. Staff are skilled at narrating play and supporting children to interact with each other. Children develop a love of books while at the setting. Stories are shared throughout the day and are carefully selected to make links to learning.

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Curriculum and teaching Strong standard

Children develop mathematical language effectively, as staff thread this through many activities. For example, children are encouraged to count how many children are sat at the fire circle and sing number songs. Staff introduce mathematical language, such as 'tall' and 'long', as children build models together.

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Inclusion Strong standard

Staff know the children well and plan highly effective activities to support their learning. They consistently adapt teaching to meet a wide range of needs and provide sensitive support to promote inclusion and participation. For example, they consider where children sit during circle time so that learning is accessible and revisit learning in smaller groups to ensure that all children make progress. Staff receive training to ensure that they are secure in their understanding of how best to support individuals' next steps.

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Inclusion Strong standard

Leaders rigorously monitor the progress of children who may face barriers to their learning, and adaptations are skilfully made when needed. The team has liaised with other professionals when required, including the local authority, to seek advice. Leaders also share information across shared settings when appropriate. This brings about many positive changes.

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Leadership and governance Strong standard

The recent change in leadership has brought a positive and exciting impact to the setting. Leaders are highly passionate about their roles and have high aspirations for every child. They know what they do well and are clear about the areas they want to improve next. By recognising the changing needs of children, they make decisions that are always in the best interests of the children. Their focus on securing excellence for all children creates a strong culture of high expectations and professionalism across the setting.

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Leadership and governance Strong standard

Leaders work closely with staff and give them the support they need to make a positive difference every day. They provide regular briefings and training so that everyone feels confident and prepared. This creates a culture of continuous improvement where staff can share ideas and grow together. Their commitment to improvement means the setting is always moving forward and aiming for the very best outcomes for all children.

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What it's like to be a child at this setting

Children are extremely happy and settled in the care of attentive and nurturing staff at this warm and nurturing kindergarten. Children have established secure attachments with their key persons, who give the children practical and emotional support. This helps children to build trusting bonds with the staff and to consistently feel safe and secure. This is evident in their confidence when interacting with visitors and choosing their own activities.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the nominated individual, leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

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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Address:

Grammarcombe Woods Ashcombe Estate, Ashcombe Exeter EX7 0QE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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