Little Forest Folk Wimbledon Village

Little Forest Folk Wimbledon Village

Unique reference number (URN): 2743042 Address: Wimbledon Common Golf Club, Heston Court Business Centre, 19 Camp Road, London, SW19 4UW Type: Childcare on non-domestic premises Registered with Ofsted: 07/08/2023 Registers: EYR Registered person: Little Forest Folk Too 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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Behaviour, attitudes and establishing routines Strong standard

Staff teach routines in a highly impactful way. They consider the needs of individual children to help them to understand rules. For example, staff use actions to help reinforce expectations to children with barriers to their learning. As a result, children have an excellent understanding of the rules that keep them safe. For example, children know how to sit when they are eating to keep them safe. Staff ask children to agree on changes to routines where necessary. This helps children to feel heard. This is reflected in the harmonious and respectful culture at the nursery.

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Behaviour, attitudes and establishing routines Strong standard

Staff have exceptionally warm relationships with children, who are excited to see them. Children proudly share their achievements with staff. Staff work with children to help them to develop key thinking skills. For example, staff talk to children about the best way to approach more difficult tasks, such as climbing on equipment safely. Children receive the support they need to excel when they find things tricky. This helps children to develop positive attitudes to learning even when they experience setbacks.

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Behaviour, attitudes and establishing routines Strong standard

Leaders tackle barriers to attendance swiftly by providing support to families. Where appropriate, they adapt their curriculum to ensure that children do not miss out on key experiences.

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Children's welfare and wellbeing Strong standard

Staff ensure that routines consistently prioritise children's emotional and physical health and wellbeing. Leaders strategically adapt their policies to meet the needs of individuals. For example, they closely consider the ages and stages of development of children when implementing their risky play policy. This ensures that children's physical and emotional safety is met consistently in practice.

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Expected standard

Deep and trusting relationships between staff and children underpin the culture of the nursery. Staff step in when children need comfort and help them to understand their feelings. They closely consider the wellbeing needs of individual children. For example, leaders ensure that safe sleep practices are embedded in practice to support toddlers.

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Expected standard

Staff teach children keep themselves safe. Children develop a deep sense of responsibility for themselves and each other. For example, in adverse weather conditions, children listen to staff and take on board rules that help to keep them safe. Staff foster a culture of physical health among children. They promote wholesome and nutritious foods, and teach children about what helps them develop strength. Children learn to stay hydrated and to eat foods that give them energy. As a result, children develop life-long habits to enable them to make consistently healthy choices.

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Achievement Expected standard

Children typically achieve well. Their learning would be extended further with a stronger shared focus on individual learning styles by staff. Children enjoy their learning. They feel excited to join in at activities. The relationships children have with staff help them to express their learning needs. For example, children feel able to request to spend longer at activities or repeat them. They have the time they need to gain skills and knowledge across the curriculum.

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Achievement Expected standard

Children receive the support they need to express themselves. They feel comfortable to speak to staff and ask questions to learn about the world around them. Children learn key vocabulary that helps them to communicate. They all make progress in their speaking and listening skills from their starting points. All children, including those with barriers to their learning, are well prepared for the next stage of their education and future lives.

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Curriculum and teaching Expected standard

Teaching across the nursery is of high quality. Staff identify children's next steps and use this information to create opportunities for children to make progress. Staff typically adapt their teaching to consider all children's next steps. Leaders recognise that strengthening consistency by staff in adapting their teaching for individual children will help children to excel further in their learning and development.

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Curriculum and teaching Expected standard

Leaders and staff share a strong ethos. They aim to teach children to be resilient through meaningful experiences that shape their respect for the natural environment. Staff create a curriculum that encompasses opportunities to learn across all areas of the curriculum. Their interactions are of a high quality across the nursery. Staff explicitly teach children to take part in conversations and extend their vocabularies. Every child feels heard and listened to. Staff give children the time they need to process information and respond. Children develop high levels of fluency. Staff explicitly teach children mathematical skills. They encourage children to count and explore quantities. Staff skilfully support children to gain social skills. They role model how to build and maintain friendships with others. Children develop key physical skills that help them to feel confident. They are well prepared for their future education.

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Inclusion Expected standard

Leaders and staff identify children's needs quickly, this includes gaps in their learning. They use this information to make sure that the curriculum is accessible for all children. For example, staff identify children who have physical barriers to learning. They adapt the learning environment to support children to access and use equipment safely. Leaders understand that some children need expert support in their learning. For example, they take steps to support children who speak English as an additional language to access the curriculum. Staff have relationships with external partners to obtain advice, where required, to support children's learning.

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Inclusion Expected standard

Leaders ensure that staff receive training on how to create support plans for individual children and review their progress. This helps them to have a secure understanding of children's needs. Leaders are reflective of their practice. They identify professional development opportunities for staff that focus on the learning needs of individual children. For example, staff have received training on using sign language in the nursery. This helps staff to promote children's ability to express themselves with confidence.

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Leadership and governance Expected standard

Leaders are highly reflective of their practice. They regularly review how to support staff to continue to develop teaching. Staff do not always have the most extensive opportunities to share how they support individual children. They know that strengthening how they consistently implement these strategies is important to extend children's learning further still.

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Leadership and governance Expected standard

Leaders demonstrate an unwavering commitment to promoting their ethos. They set out clear expectations to staff, parents and carers and children to help ensure that everyone understands their roles and responsibilities. Staff feel well supported by leaders. This ensures the smooth running of the nursery.

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Leadership and governance Expected standard

Leaders provide opportunities for staff to engage effectively with parents and carers. They support parents to understand about children's learning. Leaders ensure that parents feel listened to, providing flexible opportunities for children to settle in at the nursery. Their communication with parents is effective and helps them to extend their children's learning at home.

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

Staff teach children to try hard even when things are tricky. For example, when teaching children physical skills, staff identify children who are not walking and running steadily. They create activities that promote their balance and core strength. Staff consider how to extend children's learning by teaching them to be independent. Children learn to change outfits and select weather appropriate clothing. They become determined learners, who persevere.

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

Children develop a deep sense of belonging at the nursery. These feelings of emotional security are rooted in the excellent and shared routines that support children's safety and wellbeing. For example, staff involve children in creating rules that keep them safe. They reinforce these to children at every opportunity. Children learn to look out for danger in the forest and react appropriately. For example, they learn what to do if they see dog walkers. Children feel excited to share the routines that keep them safe.

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

Staff celebrate the uniqueness of all children. They have a secure understanding of the personalities of different children at the nursery. For example, staff identify children who lack confidence in social situations. They teach them to express themselves and negotiate with other children. Leaders ensure that children's attendance is monitored so they do not miss out on building relationships and key learning. Staff have warm and trusting relationships with every child. This helps children to feel a positive sense of belonging in the nursery.

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Next steps

Leaders should develop how the curriculum is implemented consistently across all areas of learning, to help children to excel further in their learning and development.

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About this inspection

The inspector spoke with leaders, staff 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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Address:

Wimbledon Common Golf Club, Heston Court Business Centre 19 Camp Road London SW19 4UW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Forest Folk Too Ltd

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Address:

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

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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