Kids Love Nature Kindergarten at

Avon Heath

Unique reference number (URN): EY449312 Address: Avon Heath Country Park, Brocks Pine, St Ives, RINGWOOD, Hampshire, BH24 2DH Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2012 Registers: EYR, CCR Registered person: Kids Love Nature Ltd

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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 develop a love of learning and rapidly build knowledge and skills in all areas. They make consistent progress from their starting points and all achieve well, including those with special educational needs and/or disabilities or who are disadvantaged. Children show high levels of independence, such as when leading their own nappy change process and preparing food for their peers to enjoy for lunch. They work alongside adults to care for their setting. For example, they take on daily roles to water the plants and prepare snacks, which they complete with focus and pride.

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Achievement Strong standard

Children are extremely well prepared for their next stage of learning, including for school, as a result of the independence skills they develop. They communicate with confidence and security. For example, they review rules with each other before walking onto the heath. Children show high levels of curiosity and engage meaningfully in all learning opportunities. For example, they delight in discovering what was hidden in a 'magic bag'.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a system of highly impactful routines that support all children to thrive. Children know the expectations, the culture and the rules. This security enables them to feel safe and happy. Children often follow the routines without staff's prompting, such as when walking with partners for a specific part of a nature walk. Leaders and staff have developed a culture of kindness. Children learn to be kind to each other and share resources independently. For example, they wait patiently for a turn with a magnifying glass.

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Behaviour, attitudes and establishing routines Strong standard

Staff address rare incidents of poor behaviour very swiftly and consistently. Children quickly learn to manage their own feelings and behaviour. This is because of skilful support from staff, matched to their age and developmental stage. They empathise and work alongside children to help them find their own way, such as by prompting them to use their comforters. Relationships between staff and children are extremely warm and trusting. Staff and leaders ensure that every child is fully known and understood. Leaders have developed a thorough settling process that enables children to make the smoothest of starts in the setting. They act where needed to ensure that children can attend regularly.

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Children's welfare and wellbeing Strong standard

Leaders have developed highly respectful care practices that are thoughtfully designed to meet every child's individual needs, including those with additional needs. Staff use routines that nurture children's independence and ensure that welfare and wellbeing is prioritised. Children are happy, settled and confident because their needs are understood and met swiftly by adults who know them extremely well. For example, they help them to find a favourite book to share. Warm, secure relationships sit at the heart of the setting. The key- person system is highly effective. Children enjoy trusting attachments with staff and form positive friendships with one another.

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Children's welfare and wellbeing Strong standard

Daily routines promote children's physical development and long-term wellbeing. Mealtimes are a particular strength. Children take vegetables 'from field to fork', working together to grow and prepare food and lay the table. These meaningful experiences shape children's lifelong relationship with healthy eating and help them understand where their food comes from. Staff support children to recognise, express and manage their emotions with increasing confidence. Children also develop a strong understanding of personal safety. They talk knowledgeably about fire safety procedures around the fire pit and share this at home, such as when using birthday cake candles. Through leaders' clear vision and highly effective interactions, children flourish as confident, healthy and emotionally secure learners.

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Curriculum and teaching Strong standard

Leaders have developed a highly personalised, well-designed curriculum. They continually reflect and skilfully tailor their offering to deliver sustained improvements. Children develop a genuine love of nature as a result of high-quality teaching from rangers and staff. They take part in walks across the heathland, in which they learn to identify animal tracks and share extensive natural knowledge. Children's communication skills develop rapidly. Staff focus on developing vocabulary and language skills. For example, they use scientific terms when talking about the human body. Staff use all possible moments to engage in high-quality conversation with children. This means that children become extremely confident communicators.

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Curriculum and teaching Strong standard

Staff consistently build mathematics into daily routines, such as counting the number of bowls needed for lunch. The carefully resourced environment supports children's physical development, such as when navigating natural banks and slopes. Staff work alongside children to help them to fully understand their emotions. For example, they are taught to identify strategies that they can use to support their own feelings. Staff make continual assessments of what children know and can do. They make skilful adaptations to their teaching to enable all children to make the best possible progress. This includes those who are disadvantaged or with special educational needs and/or disabilities. Children know more and can do more as a result. For example, they confidently identify natural features of the local environment.

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Inclusion Strong standard

Leaders and staff are committed to achieving the highest standards of inclusion across the setting. Staff have high expectations for all children. They skilfully adapt their practice to support each individual child. This ensures that staff consistently address any potential barriers to learning swiftly. Children with special educational needs and/or disabilities and those who are disadvantaged receive tailored, high-quality support from all staff as a result of early assessment and identification of needs. The interventions make a sustained difference to children's opportunities and experiences. Leaders and staff use additional funding to provide focused individual support, such as supplying specific doll's house furniture when moving house, so that children can process their experiences. Leaders check the impact of adaptations and spending regularly and support staff to develop new approaches that make a sustained difference.

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Inclusion Strong standard

Leaders create a well-coordinated, collaborative strategy for tackling barriers to learning. They work closely with the local authority, health visitors, schools and speech and language therapists. Leaders support staff to ensure that every child's needs are addressed and staff access relevant training, such as sign language. They work closely with families, such as providing tailored help with potty training and creating individual resources. As a result, children and families feel well known and supported, so they develop a strong sense of belonging.

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Leadership and governance Strong standard

Leaders place children's needs firmly at the centre of every decision. For example, they rapidly adapt their environment to match the specific needs of children. They have a clear understanding of the setting's strengths and act swiftly on focus areas as part of their ambitious vision. As a result, development happens quickly and has measurable impact. Leaders make decisions that are firmly in the best interests of all children, particularly those who have special educational needs and/or disabilities or who face additional barriers. They remove obstacles to learning quickly and ensure that all children make swift progress.

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Leadership and governance Strong standard

Leaders' prioritise staff wellbeing. Staff feel well supported and enjoy their work. Leaders manage workload thoughtfully so that staff can give their best to children. Staff engage in a meaningful cycle of training and reflection, which supports the high quality of teaching and care across the setting. Leaders work collaboratively to share good practice nationally through their links with universities and colleges. Leaders work closely with parents and carers and external partners to ensure that families feel supported and that children benefit from a collaborative approach. For example, they provide training for parents in specific educational practices. Leaders' commitment to high-quality education and care makes a sustained, positive difference to children's lives.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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

Children thrive in this setting because they receive a unique, outdoor-focused educational experience. This ignites their curiosity and deepens their understanding of the natural world. They spend their days exploring the heath, tending to the vegetable patch and growing food that they prepare for lunch. For example, children chop the vegetables and help the chef to make soup. They take potatoes that they dig up home to share. These rich routines help children develop lifelong healthy habits and a genuine love of nature. Children feel truly known as individuals. Skilled staff build genuinely warm, nurturing relationships. These give children the confidence to take risks and express themselves. Leaders have developed a solid culture of kindness and inclusion across the setting. Children learn to care for one another, share resources and work collaboratively. They see these values modelled consistently by staff. For example, they work alongside staff to make a wooden tractor for

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

The environment is calm, purposeful and thoughtfully planned. Children benefit from highly effective routines that help them grow in independence. They know what to expect and what is expected of them. This enables even the youngest children to take ownership of their learning. Any potential barriers to learning are swiftly identified and addressed. High-quality interactions between staff and children support the rapid development of communication skills. Staff introduce rich vocabulary, ask thoughtful questions and listen attentively. This helps children to articulate their ideas with confidence. Children show excellent standards of behaviour. Staff provide skilled emotional support that helps children understand their feelings and respond appropriately. As a result, children develop a genuine desire to learn and engage fully. Children enjoy their learning and attend regularly. They feel a strong sense

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

of belonging and flourish as confident, capable and curious learners who are very well prepared for their next steps.

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Address:

Avon Heath Country Park, Brocks Pine St Ives RINGWOOD Hampshire BH24 2DH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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 and those who may face other barriers to their learning and wellbeing.

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About this inspection

The inspector spoke with leaders, managers, staff, a special educational needs and/or disabilities coordinator, parents and children 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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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. 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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