The Fledglings

The Fledglings

Unique reference number (URN): 2752289 Address: Clophill Fruit Farm, Shefford Road, Clophill, Bedford, MK45 4BT Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2023 Registers: EYR, CCR, VCR Registered person: Eden Wood Education 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 feel incredibly confident and secure within the setting. This gives them a connectedness with staff that enables them to be open to learning and to achieve extremely well. Children make rapid progress through all areas of the curriculum, especially in their language and communication skills. They can speak confidently with a wide vocabulary, incorporating words such as 'mystery' and learning the names of the herbs they use in their play. Children with special educational needs and/or disabilities make particularly swift progress in communication and language skills, especially considering their starting points, due to clear targets and ongoing assessment. Children can recall prior learning, particularly in remembering letter sounds taught.

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Achievement Strong standard

Children are extremely well prepared for their next stage of learning as they develop the confidence, independence and high self-esteem for whatever next faces them. Transitions within the same setting are seamless, and other transitions are well managed for the individual needs of the child. Overall, children achieve extremely well.

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Behaviour, attitudes and establishing routines Strong standard

Staff have created a highly inclusive environment where children have a secure understanding of their own autonomy. Children feel extremely safe and can fully express themselves, knowing that staff will listen carefully and act on their ideas. Leaders and staff place high priority on emotional wellbeing. Children learn to converse between themselves and other adults with absolute respect. They feel a strong sense of belonging not only to the setting but also to the community as they grow vegetables for the community hub and regularly chat with older members of the local care home, learning about what life was like for them growing up. Behaviour is exemplary, and children are taught specifically how to play collaboratively. They develop strong negotiation skills and have respectful boundaries to each other. For example, children help each other to play new games. They put collaborative shows on for staff.

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Behaviour, attitudes and establishing routines Strong standard

Children and staff have incredibly secure relationships where children feel full of confidence and happiness. They are fully engaged with their activities and develop the emotional language necessary to get on with others. Staff fully consider the children's stage of development and individual needs when supporting children.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work hard to promote attendance, and absences are rare. Children notice when their friends are not present. Leaders include the importance of attendance and punctuality in their regular newsletters to parents.

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Children's welfare and wellbeing Strong standard

The welfare and wellbeing of children are the absolute heart of this setting. Leaders and staff are extremely passionate about children's mental health, and this is at the basis and the forefront of every aspect of the setting. Children with special educational needs and/or disabilities or other barriers to learning are specifically expertly supported. All children have areas to be still and quiet, where they can learn to manage their own feelings. Children's understanding of managing their emotions and their sense of emotional wellbeing are extraordinary for their ages and stages of development. Staff are extremely flexible to the children's routines, which fully support their individual needs. Parents state they feel the support for their children and themselves is of the highest possible. Staff have built superb relationships with the children and their families.

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Children's welfare and wellbeing Strong standard

Children have a solid understanding of their own health. They query the amount of sugar in the Mother's Day scones and recognise that physical activity, rest and healthy eating are important to their development. Staff invite dentists into the setting for World Oral Health Day and organise weekly physical education and yoga sessions for the children alongside their physical play in their outdoor environment.

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Curriculum and teaching Strong standard

Leaders have created a highly ambitious curriculum that is sequenced to ensure that children build on prior learning. It is child-centred, play based and focuses on outdoor learning. Leaders aim for children to learn through real-life experiences that they might not normally have. For example, children care for chickens and sell the eggs, using profits to feed the chickens. The aims of the curriculum are to prepare children for life, including any further stages of learning. This means fostering a love of learning, developing independence and confidence.

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Curriculum and teaching Strong standard

There is a deep focus on communication and language. High-quality interactions with children help to develop their understanding and vocabulary. Children learn mathematical language through play and explicit teaching. For example, they measure items and talk about metres and centimetres.

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Curriculum and teaching Strong standard

Extremely high priority is given to children's physical and personal, social and emotional development. Children understand about emotions. For example, children speak to visitors with confidence and tell them they are happy because it is a lovely sunny day. Children have opportunities to climb, run and balance on equipment.

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Curriculum and teaching Strong standard

Staff are consistently highly responsive to the children's needs and ensure that children with special educational needs and/or disabilities are included and supported. Staff take every opportunity to deepen children's understanding, and extremely high-quality teaching is embedded throughout the setting. Teaching is tailored to the individual child through rigorous assessment and next steps.

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Inclusion Strong standard

There are robust and secure procedures in place to identify children with special educational needs and/or disabilities (SEND) or other barriers to learning. Staff ensure that they gather information from parents and previous settings and follow this up with rigorous monitoring and observations to identify gaps in learning and differing starting points. Staff work tirelessly to ensure that children with SEND make rapid progress. For example, they provide adapted resources and one-to-one time alongside regular access to specialist staff such as educational psychologists, occupational therapists and play therapists. Regular high-quality assessments ensure that these strategies have a high impact on the children's progress. Staff work well with outside agencies, such as hospitals and other settings, to ensure optimum support is put into place so that children make the best possible progress.

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Inclusion Strong standard

Leaders fully support the families of children with SEND, who are extremely pleased at how well their children settle into the setting and at the super progress they make. Children with SEND have many opportunities to access what they need to progress, whether that is places to deregulate emotionally or the space and time to process what they have been learning.

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Inclusion Strong standard

Leaders spend additional funding carefully to ensure it has the highest impact on disadvantaged children. They ensure that staff receive high-quality training to further support children's learning.

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Leadership and governance Strong standard

Leaders have a clear vision of what they want to achieve for children and work tirelessly to attain that. They are passionate about outdoor learning and nature. Children's emotional wellbeing is of the highest priority, and every act that leaders make is to deepen and strengthen children's ability to be independent, self-determined and to be empowered. Their aim for children to be self-reliant and have the capacity to regulate their own emotions and to get along with others runs throughout the whole setting. Staff have been carefully recruited to share in the leaders' vision. Leaders fully understand their own strengths and have plans in place to further extend and develop these strengths.

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Leadership and governance Strong standard

Leaders are highly responsive to the changing needs of the children, who have extremely different backgrounds and contexts. Children receive bespoke support according to their own individual needs, including children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Staff wellbeing is incredibly high, and staff say they are extremely well supported by leaders in their professional development. Leaders monitor the quality of the training and the impact on the children by regular supervisions with staff and assessments of children. Staff appreciate the access to external support for their wellbeing should they need it. Leaders work closely with the local authority, other settings and agencies.

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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 benefit enormously from this unique and stimulating outdoor learning environment. They arrive enthusiastically, greeting their friends and staff who know them incredibly well and clearly value each child. Children build trusting relationships with staff, which helps them to feel a sense of belonging and security from which deeper learning can take place. Children settle immediately to a wealth of exciting and engaging activities that are based on their interests. They excitedly hunt for resources to put onto the large balance beam to find out which is heaviest. Children develop resilience and persistence as they use a tape

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About this setting

Unique reference number (URN): 2752289 machine to stick down their petals into an intricate design they create. Children have excellent attitudes to learning. They listen carefully to adults and recall prior learning. They make rapid progress in their learning and show high levels of confidence and independence.

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About this setting

Children's behaviour is exemplary, and they develop high levels of self-esteem. They consistently interact extremely well with each other and have considerable respect for others. For example, they happily share resources and help each other out with instructions on how to use them. They work together collaboratively to develop a song and dance show for the staff. Staff are excellent role models and explicitly teach children the skills of negotiation. They are highly skilled at supporting and encouraging children, developing their learning as they play.

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About this setting

Children with special educational needs and/or disabilities or other barriers to learning or wellbeing are extremely well supported. The setting builds impactful relationships with parents, which helps to quickly identify children's needs.

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About this setting

Leaders work closely with families in promoting children's attendance and punctuality to further support their emotional wellbeing.

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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 disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff, parents 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:

Clophill Fruit Farm Shefford Road, Clophill Bedford MK45 4BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Eden Wood Education Ltd

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Address:

Operating hours: Wednesday,Thursday,Friday : 08:45 - 14:45

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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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