The Enchanted Forest Nursery

The Enchanted Forest Nursery

Unique reference number (URN): 2756777 Address: Emmanuel Church, Lofthouse Way, Fleetwood, FY7 6ST Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2023 Registers: EYR Registered person: The Enchanted Forest Fleetwood LTD

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children thrive in this nursery because they experience warm and responsive care that helps them to feel secure and valued. A broad range of learning experiences are available for every child, enabling excellent progress across the curriculum, particularly in their communication and language skills. Rooms are a hive of activity, and there is a buzz of curiosity and exploration. This reflects children's enthusiasm and independence as they confidently make independent choices about what they want to do. Children grow into confident and capable learners who are well equipped for each stage of their nursery journey and for starting school. All children, including those who may face additional barriers, become deeply involved in their learning. They develop essential skills, such as using cutlery, holding writing tools and operating scissors, over time.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children display confidence, enthusiasm and a consistently positive approach to their learning. They show remarkable curiosity, sustained focus and genuine enjoyment in the activities that staff provide. Children follow daily routines with ease and respond calmly and appropriately to guidance. They show impressive resilience when persisting in tasks that at first appear more difficult. For example, children create ramps for cars to slide down and work collaboratively to ensure the ramp does not fall. Babies develop a willingness to attempt new skills. For example, they have opportunities to strengthen their early walking abilities. Children's smiles and sense of achievement are clearly evident.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a nurturing and respectful atmosphere. They act as very positive role models. Clear and age-appropriate expectations for children's behaviour are embedded throughout the nursery. This helps children to understand the consequences of their actions and how they affect others. Mutual respect between staff and children is evident. Relationships are extremely warm and supportive. Children show that they value cooperation as they take turns, share and willingly treat others with kindness. Staff monitor children's attendance closely. They ensure that any emerging concerns are addressed quickly. This proactive approach helps to maintain children's positive attitudes towards learning and towards one another.

p.2

Curriculum and teaching Strong standard

Leaders have a robust understanding of the quality of the curriculum and teaching. They ensure that it is carefully designed and consistently implemented. The curriculum is sequential, well understood and enables children to build securely on their prior learning. Leaders prioritise children's communication and language, in line with the local authority focus. They use assessment effectively to check what children know and can do. This ensures that teaching is responsive and adapted to children's next steps and individual needs. Staff support children's language and mathematical development with a clear purpose. They model language, provide a running commentary during play and use repetition to reinforce vocabulary. For example, children create pictures while learning about colours, and staff model precise colour names and descriptive language. Outdoors, children collect sticks and mud. They watch intently as they mix ingredients together to create a 'reaction', developing

p.2

Curriculum and teaching Strong standard

an awareness of new language as they play. Children count and make comparisons to quantities and size as they build towers and structures. As a result, children are confident communicators and develop an understanding of early mathematical concepts.

p.3

Curriculum and teaching Strong standard

Staff place a high emphasis on children's physical development. Opportunities to support children's coordination, strength, confidence and positive attitudes to physical activity are offered in abundance. Likewise, staff place significant importance on supporting children's personal, social and emotional development. Children play harmoniously together and develop strong friendships with their peers.

p.3

Inclusion Strong standard

Staff identify children's unique needs quickly through baseline assessments, language screening and detailed analysis of gaps in their development. Leaders monitor children's progress closely and use assessment information to adapt the provision and plan targeted interventions. They identify children's barriers to learning and wellbeing quickly. Leaders and staff recognise that these can be complex and interconnected. A detailed understanding of each child is used to plan personalised support. For example, leaders have adjusted session times to accommodate children's individual needs. They also have deployed additional staff strategically to ensure that all children are able to access the full curriculum. The environment is carefully planned and accessible. Staff adjust teaching routinely so that all children can feel fully involved in daily routines and experiences.

p.3

Inclusion Strong standard

High-quality training ensures that consistent strategies are used across the nursery to promote inclusion. Staff are particularly skilled at applying a graduated approach, as they assess what children can do, plan what they need to learn next and evaluate learning. Strong multi-agency partnerships exist to enhance the support for children with more complex needs and those known to social care. Leaders use funding effectively to make a clear difference for disadvantaged children. They place a strong emphasis on working in partnership with families. Well-planned transition arrangements ensure that children move on to school with clear support plans in place. This promotes continuity of care and has a positive impact on children's next steps and readiness to learn.

p.3

Leadership and governance Strong standard

Leaders have a clear and ambitious vision for what they want children to experience and achieve during their time at nursery. They foster a culture of genuine care for staff and families. Leaders create an environment where everyone feels respected, supported and able to flourish. They maintain high expectations for all and respond promptly and effectively to any emerging concerns. Leaders' proactive approach drives ongoing improvement. They give staff's wellbeing high consideration. Leaders promote realistic workloads and show a strong awareness of individual staff needs. They offer personalised support and ensure that staff with additional responsibilities are given sufficient time to complete their tasks. Open

p.3

Expected standard

communication and thoughtful acts of appreciation contribute to a positive atmosphere where staff feel motivated and valued.

p.4

Expected standard

Leaders are highly responsive to the needs of the community. They have created a 'community hub' and offer an abundance of sessions and informative workshops, welcoming nursery families and the wider community. These sessions strengthen parents' confidence, increase engagement and deepen their understanding of how to support children's development at home.

p.4

Expected standard

Staff access high-quality training that enhances their practice. Leaders work closely with families to ensure their views shape children's care and learning. Parents speak highly of the nurturing environment and the exceptional progress their children make.

p.4

Children's welfare and wellbeing Expected standard

Children experience warm and respectful relationships that nurture their wellbeing and sense of belonging. This includes those who may face additional barriers to their learning and development and those with special educational needs and/or disabilities. Staff promote children's growing independence skills and help children to develop an age-appropriate understanding of how to keep themselves safe. Key persons understand their roles and responsibilities well. They build secure attachments with children and families.

p.4

Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's emotional and physical wellbeing. Through continuous modelling, sensitive conversations and consistent routines, staff guide children to express their emotions appropriately and develop early self-regulation skills. Children enjoy nutritious food and drink and benefit from daily outdoor play that supports their strength, balance and coordination. Sleeping arrangements are thoughtfully organised to reflect children's individual routines and ensure they rest comfortably and safely. The importance of good oral hygiene is recognised by leaders, and as a result, they have implemented toothbrushing initiatives to help children to understand the importance of this as part of a healthy lifestyle.

p.4

Children's welfare and wellbeing Expected standard

Leaders and staff typically follow suitable hygiene procedures. For example, they encourage children to wash their hands before mealtimes. Leaders recognise that there is some scope to further enhance children's understanding of how to keep themselves healthy.

p.4

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

Children flourish at this warm and welcoming nursery. Every space, routine and interaction is shaped with children's happiness, curiosity and development at the heart of everything that staff do. Children are nurtured through experiences that build their security, confidence and enjoyment. They are greeted by staff who know them exceptionally well and celebrate who they are. This helps children to feel instantly safe and ready to explore.

p.5

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

The curriculum is thoughtfully planned so children can build their skills step by step. Staff make learning fun and meaningful, helping children to grow in confidence as they explore new ideas. Activities are matched to what children need and enjoy. Babies enjoy calming massage as part of their daily routine, while older children eagerly head to the construction room to use real tools. Children attend 'beach school', where they explore the coastline and learn how to keep themselves safe near water. These experiences deepen children's understanding of the wider world around them and ensure that they develop essential life skills for the future. Children achieve well across all areas of learning and are well prepared for the next stage in their development.

p.5

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

Children are exceptionally happy and settled. Their behaviour is consistently positive because routines are clear, relationships are trusting and staff are excellent role models. Children learn to manage their emotions, cooperate with others and celebrate each other's successes. As such, every child feels valued and confident to try new things. Children with special educational needs and/or disabilities are well supported. Staff work closely with families and professionals to tailor experiences so every child can participate. Across the nursery, children thrive because they are nurtured and inspired and staff extend their learning. They are becoming capable and enthusiastic learners who believe in themselves and their ability to achieve.

p.5

Next steps

Leaders should enhance daily routines for children to learn how to keep themselves healthy.

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.5

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.

p.5

Address:

Emmanuel Church Lofthouse Way Fleetwood FY7 6ST

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: The Enchanted Forest Fleetwood LTD

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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 .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8