The Little Firefly Forest School and Outdoor

Nursery

Unique reference number (URN): 2749370 Address: Kingston Blount Farm, 1 Stert Road, Kingston Blount, Chinnor, OX39 4SA Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2023 Registers: EYR Registered person: Adams, Georgina

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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 Expected standard

Children typically make progress from their starting points. When children are learning at different rates, adaptations to teaching are quickly implemented to ensure that all children make sustained progress. For example, the enhanced ratio of adults to children allows an emphasis to be placed on intensively supporting children's personal, social and emotional development when gaps are emerging in their learning. As a result, all children make progress and develop age-appropriate knowledge and skills.

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Achievement Expected standard

All children make progress as confident communicators who enjoy plenty of opportunities to chat with adults and their peers. Children progress from answering simple questions to those that encourage problem-solving, such as what can they do to fit a large card into a smaller envelope. Children become competent in explaining the solution. These skills are recognised by the schools that children move on to.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with all children. This allows children to become inquisitive problem-solvers, who concentrate and focus for an extended time on activities they choose. Children play games together, build their confidence through friendships and enjoy exploring together.

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Behaviour, attitudes and establishing routines Expected standard

Staff are focused on teaching children the importance of kindness care and respect for each other. They encourage children to listen to others when they are talking and suggest they share toys with their friends. However, when children leave equipment on the floor, staff do not consistently encourage children to tidy away and model respect for their things. As a result, some children do not learn to take responsibility for tidying up after themselves. Staff apply their growing knowledge of how to support children to begin to regulate their behaviour effectively. Staff are sensitive to each child's stage of development alongside spotting the signs of stronger emotions, such as frustration or anger. They use a structured approach to support children to recognise these feelings, and provide reassurance, empathy and work on solutions together. This is having a sustained impact as children learn to resolve conflict by asking others for 'more space' or moving themselves away to a quieter

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Behaviour, attitudes and establishing routines Expected standard

location. Staff are skilled at de-escalating any occurrences of such behaviour. This enables children to continue their learning and control impulses without delay.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work collaboratively with families to encourage children's attendance and punctuality, which they monitor methodically. Staff know children and their families well and are mindful of reasons for any absence.

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Children's welfare and wellbeing Expected standard

Staff prioritise children's wellbeing. Children and staff develop relationships that are respectful, warm and nurturing. This results in a trusting environment. Children develop confidence because staff value their voices and understand their emerging needs.

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Children's welfare and wellbeing Expected standard

Children are increasingly independent in managing their care needs. For example, they become adept in removing their waterproof all-in-ones to go to the toilet. Staff are attentive to all children's individual needs, encouraging them to try to do it themselves but willing to offer more help as needed.

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Children's welfare and wellbeing Expected standard

Staff understand safe sleep practices to ensure that they keep children safe, including regularly checking on children who are sleeping. Leaders are passionate for children to develop appropriate and positive attitudes to risks. Staff teach children how to manage risks and then trust them to do so. For example, children understand not to splash in the stream as it is too cold or not to climb on softer wood. Staff remind children that these are not strong enough to stand on. Children climb lower and understand they do not want to 'fall and hurt themselves'.

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Children's welfare and wellbeing Expected standard

Leaders provide nutritious and healthy snacks. They build supportive relationships with families. Staff offer guidance and advice around healthy food choices, while remaining respectful of individual choices. Staff are vigilant and offer timely reminders to parents and carers of how to prepare fruit safely. They face children as they eat to ensure any risks of choking are minimised. Children understand the importance of finishing the food in their mouths before they play. They open their mouths wide to show staff they are safe.

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Curriculum and teaching Expected standard

Children benefit from the long-term curriculum, which builds on their learning in all areas. Staff monitor children's progress and this informs planning. Children lead on their learning and staff adapt teaching to build on this. Staff introduce vocabulary in context. For example, they explore the meaning of 'opaque' as children fish for potatoes in a deep muddy puddle when they notice they are unable to see through the water to find them. Back-and-forth conversations between staff, children and their friends are plentiful. Staff help children to listen to others, take turns in conversation and to express their ideas. Staff model language to help children to express their needs and as a result, children are confident to do so. Children practise counting skills. They are reminded to check when they have missed one. Children repeat the process and add 'one more to make five'. Opportunities for physical

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Curriculum and teaching Expected standard

development weave through the day. Children develop strength and highly positive attitudes to exercise. They enjoy daily walks, running across fields and leaping over streams. Children scramble quickly to the highest point of a log pile, mastering balance and coordination skills.

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Curriculum and teaching Expected standard

Leaders have a vision for staff to act as positive role models and demonstrate desired behaviours for the children to follow. For example, they want children to show care for the learning environment, respect the resources accessible and use good manners. However, this modelling is not yet consistent among all staff. This means that, on occasion, children miss out on this important learning opportunity in preparation for the next steps in their education.

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Inclusion Expected standard

Leaders and staff are committed to creating an inclusive environment. They provide flexibility to enable equal access to all children, including the needs of those with special educational needs or disabilities (SEND) and those who may face barriers to their learning and/or wellbeing.

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Inclusion Expected standard

All staff have a thorough understanding of children's development. They use regular observations and discussions with the special educational needs and/or disabilities coordinators to raise emerging concerns. Leaders typically prioritise additional targeted time for children with staff to reduce any barriers to their progress. Leaders use the additional funding they receive to achieve this.

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Inclusion Expected standard

Regular communication between staff and parents and carers create a collaborative approach. This ensures that, when any difficulties in children's learning and development are identified, ideas are shared ideas with parents to support at home. For example, staff share personalised stories that support children through times of change. This ensures that children sustain progress and are ready for the next stages in their education.

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Inclusion Expected standard

Leaders accurately prioritise staff training to ensure an inclusive approach throughout the setting. Over time, this has focused on developing children's emotional wellbeing. The approach the setting implements to support children through compassionate conversations is having a noticeable impact on children's progress in this area.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the distinctive experience their setting offers children and families, including those who may have additional barriers to learning. This results in a clear understanding of the strengths and areas for development.

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Leadership and governance Expected standard

Leaders invest in their staff's wellbeing, such as by providing daily reflection time. Staff use this time to consider their observations of key children and plan for next steps in learning. Leaders also encourage staff to complete their own professional learning to further improve outcomes for children. Leaders assess this commitment necessary to maintain a dedicated team. Leaders are committed to providing a sharply focused programme of professional learning. This is ambitious and focused on the areas of learning that are pertinent to the children in the nursery. For example, the clear focus on supporting children's behaviour is making a positive impact. Leaders create an ethos of continual collaborative improvement, asking staff for ideas and solutions. They take these into account and act on them.

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Leadership and governance Expected standard

Systems are in place for the supervision of staff, including staff who are responsible for safeguarding. Occasionally, supervisions are not always sharply focused. For example, when staff do not consistently model expectations for desired manners and care for the equipment, this is not identified.

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Leadership and governance Expected standard

Leaders have implemented plans to strengthen links with schools and settings. This work is progressing effectively. When strategies are shared collaboratively, the impact of this partnership working on children's achievements is evident. However, this approach is not yet consistent for all children. This does not consistently prepare children to transition effectively between different stages in their education, including school.

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

Children are immersed in the natural world because of the outdoor nature of the setting. This context allows staff to plan experiences that provide children with learning through real- life opportunities. Leaders and staff create an unique outdoor learning environment that supports children to develop independence, perseverance and resilience. Children are happy, motivated and enthusiastic to join in a wide range of experiences within the countryside. Leaders build positive relationships with parents and carers, who value the advice and support given to them about their children's development and next steps.

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

Staff encourage children to make decisions about their learning. A morning meeting enables each child to contribute and collaboratively create the daily plan of activities and experiences they want to participate. Staff facilitate children's choices, such as going for a walk, jumping across a stream or making 'Get Well Soon' cards for Dolly, the farmer's donkey. All children are increasingly becoming independent, confident, curious and resilient learners. Staff encourage children's belief in their own capability to handle tasks and achieve goals. For example, when climbing to the top of the wood pile, children assess and talk about the risks of the wood being too slippery or soft. They understand not to stand on it as they could slip. Children concentrate on activities for sustained periods of time.

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

The key-person system enables children to feel valued, safe and secure. Children have secure attachments with staff, who are attuned to their interests and developmental needs.

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Address:

Kingston Blount Farm 1 Stert Road Staff support children to talk about their emotions, showing compassion and understanding when these emotions become overwhelming. Children are beginning to have a sense of their actions on others. Staff apply their knowledge of each child to quickly react to their changing needs. Children trust that staff listen to them and this creates security.

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Address:

Children take turns in conversations with staff and friends. They develop clear language to express their needs and preferences. Children initially ask their friends for help when needed, for example opening a stiff water bottle or a tricky packet. This is with security of knowing an adult is always close for support.

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Next steps

Leaders and staff should continue to embed their plans to strengthen links with other settings, including schools, to ensure that all children are very well prepared for the next stages in their education. Staff should model and encourage children more consistently to demonstrate care for the equipment and toys available to them in the nursery and develop good manners to maximise their attitudes to positive behaviour.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and parents and carers 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 children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Kingston Blount Chinnor OX39 4SA Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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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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