Sandy Bears Saughall Forest Pre school

Sandy Bears Saughall Forest Pre school

Unique reference number (URN): 2749428 Address: Vernon Institute, Church Road, Saughall, Chester, CH1 6EN Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2023 Registers: EYR Registered person: Sandy Bears Saughall Forest Pre school 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 make excellent progress from their starting points and develop the knowledge and skills they need for their next stage of learning. All children, including those with special educational needs and/or disabilities or those who may face barriers to learning, develop their communication and language skills. Staff have a highly effective understanding of their individual needs and adapt teaching and activities, for example repeating words and role modelling language to support their vocabulary. They plan regular opportunities to listen to stories and sing songs, which strengthens their language development over time. During play, staff model and extend language effectively. For example, as children walk through mud, they recall and repeat familiar story phrases such as 'squelch, squerch', showing a secure understanding and enjoyment of language.

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Achievement Strong standard

Children think creatively and enjoy imaginative play, such as pretending sticks are fishing rods and scooping leaves from puddles. They build resilience and independence as they practise and master new skills, make choices in their learning and take pride in their achievements. As a result, children are confident, curious learners who are well prepared for their next stage of development.

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Behaviour, attitudes and establishing routines Strong standard

Children form secure bonds with familiar adults and respond positively to the high expectations staff set for behaviour. Children behave well and regularly seek out their peers to share their ideas for games. They understand and follow routines confidently, moving between parts of the day with ease. Leaders have carefully designed transition times so that children remain purposefully engaged and do not spend time waiting. For example, while children change from their outdoor clothes and prepare for lunch, children take part in meaningful activities that sustain their interest and contribute to a calm environment.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently promote respect for others, living things and the environment. For example, when children discovered a baby snail in the woods, staff used the moment to model and reinforce gentle, considerate behaviour. Staff act as positive role models, praising children for being kind. As a result, children show care and responsibility in their actions. They feel safe and secure in the setting and demonstrate high levels of confidence and self-esteem. Children are given many opportunities to develop their independence skills. Staff support younger children to put on their outside clothes and wellies, while older children master these skills with great independence.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work closely with families to ensure high levels of attendance. Any absences are quickly followed up by staff. As a result, attendance levels are high and children benefit from a familiar, consistent routine.

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Children's welfare and wellbeing Strong standard

Leaders create a nurturing environment where every child feels valued and secure. Children form strong attachments with their key person and other familiar adults, which supports their emotional wellbeing. Staff know children well and respond thoughtfully to their individual needs. For example, all children and those with special educational needs and/or disabilities or who may face other barriers to learning benefit from planned sensory experiences before and after lunch. This helps children to feel calm and relaxed.

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Children's welfare and wellbeing Strong standard

Children's physical and emotional health are prioritised. Daily exploration of the forest garden keeps children highly active as they explore the natural environment, where they balance on logs and make large-scale marks with natural materials. These experiences strengthen both large and small muscles and help to support children's physical development. Leaders and staff share information with families about healthy food for packed lunches. Mealtimes are a sociable occasion as staff sit and have lunch with the children, where they share conversations about what they are eating. Children who need to sleep have an opportunity to sleep under cover in the garden area. This helps to support children to lead healthy lifestyles.

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Children's welfare and wellbeing Strong standard

Staff teach children how to keep themselves safe in the outdoor environment. They sing the familiar song about ensuring they 'look and listen' before crossing the road. Staff consistently reinforce safety rules with children. For example, children understand how to stay safe around the fire and talk confidently about the rules. As a result, children develop confidence, self-awareness and the skills they need to keep themselves safe.

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Curriculum and teaching Strong standard

Leaders design an ambitious curriculum that is centred around learning through play, making full use of the setting's extensive outdoor areas. They aim for children to be resilient and confident learners. Activities are carefully planned to spark children's curiosity and imagination, while developing respect for and understanding of the natural environment. Staff interactions are consistently purposeful and of a high quality. They use every moment as a teaching opportunity, skilfully introducing new skills and concepts. For example, as children explore puddles in the woods, staff encourage them to measure the depth using sticks and introduce mathematical language such as 'long', 'short' and 'shorter than'. This helps children to develop a secure understanding of early mathematical concepts through meaningful real-life experiences.

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Curriculum and teaching Strong standard

Staff spend time reading stories and books to children. Children enjoy a weekly visit from the library bus where they confidently select their chosen books and proudly take them back to the setting. Staff consistently teach children new language and vocabulary. For example, staff point out to children that the sticks they threw into the large puddles have made the shapes of letters, for example 't', and they continue to think of words that begin with the sound. This consistently supports their communication and language development.

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Curriculum and teaching Strong standard

Staff use regular assessment to recognise what children can do and identify precise next steps. Teaching builds progressively on children's developing skills. For example, as children become confident using tools to cut wood, staff make reasonable adjustments such as introducing more complex tools to deepen their skills and independence. As a result, children strengthen their physical skills. They build resilience and confidence as they take pride in mastering increasingly challenging tasks.

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Inclusion Strong standard

Children's individual needs are identified from the moment they start at this setting. Leaders and staff ensure all children feel welcome and included in the setting. Settling-in sessions are well thought out, so that children are given the time and attention they need to feel happy and settled before they start at the setting. All children, including those with special educational needs and/or disabilities (SEND) and those children who may face other barriers to learning, make excellent progress across all areas of learning. Staff continually assess what all children know and can do. They swiftly identify any gaps in their learning and ensure they plan activities and interventions to support their learning. This narrows any gaps in their development. They work very closely with parents in order to have a consistent approach.

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Inclusion Strong standard

Leaders and staff are attentive to identifying children who may need additional support. They gather information about children's needs and act promptly, making referrals to external professionals when appropriate. Staff benefit from regular training that strengthens their expertise in supporting children with SEND. As a result, practitioners adapt practice effectively to meet children's individual needs. For example, staff use sensory play strategies during times of transition to support children's emotional and physical regulation. Leaders ensure that any additional funding, including funding for disadvantaged children, is used purposefully to address individual barriers to learning and support children's development.

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Leadership and governance Strong standard

Leaders have high expectations for all children in the setting and want every child, including those with special educational needs and/or disabilities or those with other barriers to learning, to thrive in the outdoor environment. Leaders have a clear vision for the setting and are extremely passionate about their roles. They ensure that staff share this vision and demonstrate equal enthusiasm in their daily practice. Leaders organise regular whole-staff training days and ensure practitioners access the training they need to fulfil their roles effectively, such as forest school training. Staff use this knowledge effectively in their everyday interactions with children, providing a range of engaging outdoor experiences while ensuring activities are carried out safely.

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Leadership and governance Strong standard

Leaders meet with staff regularly and observe practice so that they can reflect on what works well and identify any areas for improvement. Staff report that they feel very well supported and valued in their roles. Consequently, staff wellbeing is consistently high.

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Leadership and governance Strong standard

Leaders and staff build positive relationships with parents. Parents say their children love their time at the setting, especially the opportunities to learn outdoors. Staff keep parents well informed about daily activities and children's progress. They regularly share helpful ideas to support learning at home, including how they can support their child's communication and language development. As a result, partnerships with parents are strong and well established.

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

Children arrive happy and confident, ready to begin their day. They are warmly welcomed by familiar, caring staff and quickly settle into play. This shows they feel safe and secure. Strong relationships with staff help children to feel that they belong and are valued. Staff know children extremely well and ensure that all children, including those with special educational needs and/or disabilities or other barriers to learning, make excellent progress from their starting points. Children actively seek out their peers to share play and experiences. They demonstrate developing skills of how to negotiate and take turns with each other. Children are given the time and space to express their ideas and thoughts. As a result, they feel valued and show highly positive attitudes to learning.

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

Children spend much of their day outdoors, exploring the setting's extensive outdoor spaces and nearby woods. Outdoor learning is central to their experience. They investigate the natural world first-hand, splashing in muddy puddles, climbing, balancing and exploring with curiosity and excitement. These rich experiences help children to develop a deep appreciation of nature and the world around them. Additionally, children learn how to keep themselves safe when outdoors. For example, they learn the names of different plants and fungi. They confidently recite the 'No pick, no lick' motto as they develop an understanding and respect for their environment. This supports their developing knowledge and skills for the future.

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

Children are physically active throughout the day. They run, jump, climb and use large muscles with increasing control and coordination. As a result, they develop strength, confidence and resilience. Children learn to be mindful through breathing and grounding exercises to give them time to be calm. The setting's strong focus on physical and mental wellbeing means that children thrive in an environment where being active, curious and joyful is part of everyday life. Leaders and staff monitor children's attendance in order to support children to establish a positive routine and help them to be ready for their next stage of learning.

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Address:

Vernon Institute Church Road, Saughall Chester CH1 6EN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sandy Bears Saughall Forest Pre school Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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Address:

Local authority: Cheshire West and Chester

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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 children.

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About this inspection

The inspector spoke with leaders, children and practitioners 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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