Playology Forest School Castle Eden Dene

Playology Forest School Castle Eden Dene

Unique reference number (URN): 2758442 Address: Oakerside Dene Lodge, Stanhope Chase, Peterlee, Durham, SR8 1NJ Type: Childcare on non-domestic premises Registered with Ofsted: 22/09/2023 Registers: EYR, CCR, VCR Registered person: Playology Limited

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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

All children, including those who face barriers to their learning, progress rapidly from their starting points. They concentrate well as they listen to stories or listen to their friends' suggestions. Children make rapid progress in their communication and language. Thoughtful and timely support from staff helps children to become confident communicators. Children who are usually quiet have the confidence to express their ideas. Children develop a strong understanding of the world in which they live. This is evident as they use magnifying glasses to discover how plants such as sticky weed have hooks and it is this that gives them their sticky nature. Children develop a strong mathematical understanding. They understand and use comparative language to talk about the size of sticks they have. Children count with confidence as they talk about how many pieces of apple they have. They are well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a positive and nurturing environment where children flourish. Children benefit from meaningful relationships with staff, which give children the confidence to try things out even when things are hard. Staff have clear expectations that are appropriate to children's age and stage of development. They consistently remind children of these. This is evident when they remind children to keep their sticks down as they pretend to toast marshmallows with sticks and leaves. Children have a very clear understanding of these expectations. For example, older children remind younger children about the rules as they use sticks. They gently push the stick down, telling them 'not up, down'. Staff help children to manage their feelings and emotions. They teach children how to play with other children and share resources. When children become upset because they want a turn on the tree stump, staff take time to talk about the issue and help children to find a solution. This helps children,

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Behaviour, attitudes and establishing routines Strong standard

including even very young children, to play together harmoniously. Leaders have robust procedures in place to help children to attend regularly and to take advantage of the learning opportunities provided. They work consistently well with parents to ensure that children in receipt of funding or those that face barriers to their learning develop good attendance habits to support their learning.

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Children's welfare and wellbeing Strong standard

Staff are incredibly focused on supporting children's care and wellbeing. They develop responsive relationships with all children. Staff work extremely well with parents to understand children's needs and to plan how they can adapt their provision to support all children, including those who face barriers to their learning. They tailor their daily routine to provide time for children to sleep when needed. For example, staff gather detailed information when children first start to understand their needs. Their settling-in procedures are tailored to each child's unique needs. Staff help children to develop an effective understanding of how they can keep themselves safe. For example, children help staff to make the setting safe for all children. They use twine and wrap it around trees to set up the boundary markings for the session. Staff support children well to understand their own physical capabilities. Younger children are keen to try out the rope swing, with adult support.

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Children's welfare and wellbeing Strong standard

They can explore the feeling of the ladder swinging as they put their foot on the bottom rung. Children quickly learn that they do things that they feel confident with and know that they can get down. Staff support children well to manage their emotions. Staff teach children how they can keep themselves healthy. Children develop a love of being outdoors and learn good hygiene practice, such as learning to wash their hands.

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Curriculum and teaching Strong standard

Leaders have adopted a broad and balanced curriculum that is well structured and embedded. It is thoughtfully designed to ensure that children make progress across all areas of learning. Staff assess children's learning and identify clear next steps for what they want children to learn. They have a clear understanding of how they can help children achieve what they need to learn next, which is tailored to children's individual needs. Staff working with older children help them to identify trees or to understand how things work. As children look at the identification charts to identify trees, staff encourage children to use their developing literacy skills. Staff make consistent use of all opportunities to develop children's communication and language. They ask thought-provoking questions that help to support children's thinking skills. For example, children explain why they believe an area is safe or

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Curriculum and teaching Strong standard

unsafe. Staff use stories and songs to develop children's language and vocabulary. Staff plan a wealth of opportunities for children to develop and practise their physical skills. They develop increasing control over their bodies as they run and climb. They learn to navigate obstacles, such as rope ladders. Staff teach children mathematical vocabulary, such as longer, shorter and taller. Leaders ensure that staff consistently support children who have barriers to learning and can adapt practice to meet their needs.

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Inclusion Strong standard

The knowledgeable leadership team ensures that staff are well trained to support children's individual needs, including those who face barriers to their learning. Staff carry out audits, and this helps leaders to plan training to support staff. Recent training has helped staff to adapt their practice and to understand how they can reduce barriers in order to support children's behaviour. Staff use initial meetings and ongoing communication to understand children's needs. They identify children swiftly who may face barriers to their learning. Leaders support staff well to plan adaptations to support children's learning. An example of this includes working closely with parents to ensure that settling-in procedures are tailored to children's individual needs. Leaders meet regularly with staff to understand and monitor the progress children are making and to plan further support, using funding appropriately. Staff

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Inclusion Strong standard

work well with a range of professionals to provide children and families with advice and support. This, alongside high-quality teaching, helps to reduce gaps in children's learning. Leaders support staff to make reasonable adjustments to their curriculum to help children to make progress. This has included using more songs throughout the routine to enrich vocabulary.

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Leadership and governance Strong standard

Leaders have robust procedures to identify the setting's strengths and areas for development. Regular staff meetings and audits help them to know what they are doing well and where they need to improve further. Leaders are currently focusing on developing the confidence of other staff to lead and develop the setting further. They take decisive action to support children who are disadvantaged or face barriers to their learning. They ensure that children get the help they need. Leaders work exceptionally well with parents to provide any support and guidance that they may need. This has included sharing more detailed information with parents to help them to understand the importance of regular attendance. There are robust procedures in place to ensure that staff continue to improve and develop their knowledge and skills and understand the policies and procedures. Staff receive in- depth training on assessment to ensure they can identify and respond to children's individual

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Leadership and governance Strong standard

needs. Leaders' rigorous monitoring of staff's planning and assessment help to ensure that all children's needs are supported effectively. Staff comment that they feel incredibly well supported. They value the supportive ethos. Apprentices value the support that they are given to develop their skills and the time that they are given to manage their coursework.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 the calm, nurturing environment. They develop a love of the outdoors and thoroughly enjoy helping to set up for the session. Children settle quickly and talk confidently to staff about their weekend as they make their way to the forest school site. Clear routines help children to feel secure and develop their independence. For example, they help staff to prepare snack or to set up the toilet tent. They engage in purposeful play. For example, children thoroughly enjoy climbing on tree trunks and pretending to ride a horse. Staff support them effectively, finding things on the forest floor for reins.

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

Staff know the children well, including all children's individual next steps. They thoughtfully adapt their provision to support children's differing needs. They plan a range of opportunities to support children's learning across the whole curriculum. Children achieve well. For example, children thoroughly enjoy engaging in imaginary play. They communicate their ideas with staff and children as they pretend to drive their fire truck, navigating the many obstacles of the forest.

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

Children are safe, form strong relationships and demonstrate a clear sense of belonging. They demonstrate this as they set up the rope ladder and place logs around it so other children do not run into the space when others are climbing. They talk to staff about the resources they wish to use that day. Staff help all children to feel valued as they listen to all children's ideas. They notice when children need support or reassurance, for example as they become tired, hungry or upset. They provide the necessary comfort to help children to thrive. Leaders talk to parents and carers to encourage consistent attendance. They take effective action to understand any barriers to attendance and work with families so that children benefit from the stability the setting provides.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on having a transformational impact on the outcomes and experiences of all children, including those with special educational needs and/or disabilities and those who face barriers to their learning.

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About this inspection

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

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Address:

Oakerside Dene Lodge Stanhope Chase Peterlee Durham SR8 1NJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Age range of children at the time of 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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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

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

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

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