Northfield Forest School Nursery

Northfield Forest School Nursery

Unique reference number (URN): 2755314 Address: Northfield Community Centre, King Avenue, Bootle, L20 0BZ Type: Childcare on non-domestic premises Registered with Ofsted: 14/11/2023 Registers: EYR Registered person: The Inclusion Network CIC

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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, including those with special educational needs and/or disabilities and those who may be disadvantaged, make rapid progress from their starting points. They develop the knowledge and skills they need for the next stage of their learning. Children communicate confidently, sharing their ideas and expressing what they know. They use an increasing range of vocabulary and begin to explain their thinking.

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Achievement Strong standard

Children recall what they have previously learned and apply this knowledge in different contexts. They develop a secure foundation in early mathematics, using number and recognising patterns in meaningful ways. Children also begin to explore concepts such as measure through practical, hands-on experiences.

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Achievement Strong standard

Children demonstrate positive attitudes to learning. They show high levels of concentration, persevere when faced with challenges, and take pride in their achievements. Children play cooperatively, listen to others, and begin to understand different viewpoints. As a result, children develop growing confidence and independence, supporting their readiness for school.

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Behaviour, attitudes and establishing routines Strong standard

All children consistently demonstrate highly positive attitudes to learning. Well-established routines ensure children know what is expected of them. For example, when preparing for lunch, children know to remove their outdoor clothing and place it in their individual buckets. Older children role-model this for younger children, who quickly learn what to do and begin managing it independently. Furthermore, children respond immediately to familiar cues, such as whistles, stopping what they are doing and gathering at the fire pit for circle time. These routines are securely embedded and help children feel safe, settled and ready to take part.

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Behaviour, attitudes and establishing routines Strong standard

Children, including those with special educational needs and/or disabilities, demonstrate consistently positive behaviour and high levels of engagement in their play. They develop their ideas over time and remain focused on what they choose to do. Children invite others into their play, for example, as they make potions, working together and sharing ideas. Safe, cosy spaces are created to support children's regulation. Children use these spaces effectively to manage their emotions and return to play when ready. Consistent approaches, such as sharing information with other settings children attend, help them to manage transitions confidently and feel secure.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is prioritised. Clear expectations and consistent routines support children in attending regularly and on time. Children arrive confident in familiar routines and settle quickly into their play. This ensures children take full part in the experiences available and are well prepared for the next stage in their learning, including school.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is supported through warm and attentive care. Children feel safe and secure and approach staff confidently when they need reassurance. Close relationships ensure children feel comfortable and settled. Children develop increasing confidence in regulating their emotions and managing their feelings. As a result, children develop a sense of emotional security and greater independence.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe through meaningful experiences. For example, during fire safety activities, children toast marshmallows over an open fire and discuss how to stay safe. This helps children recognise and manage risks.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are consistently promoted through well-established and meaningful practices. Younger children begin to understand the importance of hygiene through practical activities, such as washing dolls, making clear links to their own need to keep clean. Older children demonstrate growing independence, routinely washing their hands after toileting and following activities such as playing in the sand. They confidently explain why these routines are important.

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Children's welfare and wellbeing Strong standard

Children develop a secure awareness of healthy eating. For example, during snack time discussions, they talk about foods such as pizza, recognising that it can be less healthy and suggesting ways to improve it, such as adding vegetables as toppings. Children also engage in oral health initiatives, including the 'brush bus', which further supports their understanding of dental hygiene. Staff work in close partnership with parents to promote consistent routines at home, such as brushing teeth twice daily. This shared approach helps children to develop secure, lifelong habits that support their overall health and wellbeing.

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Curriculum and teaching Strong standard

Leaders design an inclusive curriculum that is securely embedded in the forest school environment. Learning is shaped around children's interests and what they need to learn next. Staff use the environment well, so learning builds over time. The curriculum is adapted to meet the needs of all children, including those with special educational needs and/or disabilities, so they can take part fully. For example, children engage in a game of pirates as they explore the pirate ship climbing frame. Younger children are encouraged to navigate and climb the steps onto the ship. In addition, older children are encouraged to understand their own limits as they walk the plank and jump off the end. As a result, children develop coordination, balance, confidence and resilience.

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Curriculum and teaching Strong standard

The curriculum for communication and language is a strength. Staff consistently engage in high-quality interactions and use effective questioning to deepen thinking. They adapt their interactions to support all children to take part and express themselves. For example, when children find a bee, staff encourage them to compare a bumblebee with a honeybee and explain the differences. They introduce precise vocabulary, such as 'hexagon', and explain how bees make honey in hives. Staff use books with purpose, revisiting learning about life cycles and linking this to children's experiences.

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Curriculum and teaching Strong standard

Teaching is purposeful across the curriculum. Staff seamlessly weave mathematics into children's play. Younger children develop an understanding of measure in the sand pit, using words such as 'deep' and 'hollow'. Older children recognise numbers and patterns, such as '4-4-2', through their interest in football. During group times, children talk about how they feel and why, listen to others and respond. Consequently, children develop emotional understanding, confidence and an increasing ability to express their ideas clearly.

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Inclusion Strong standard

Leaders and staff know children very well. Detailed information is gathered from the start through discussions with parents. This helps them identify and assess needs early and respond quickly. Settling-in sessions are planned with parents and are informed by recommendations from other professionals. These are carefully reviewed and adjusted over time so children build confidence, feel more comfortable, and begin to fully engage. Children who speak English as an additional language are supported effectively. In addition, staff use visual prompts, key words and repetition to help children understand routines and begin to express themselves. This helps children to communicate their needs and take part in play and interactions. Leaders work closely with parents and other professionals to secure the support children need, including supporting applications for an education, health and care plan to support their transition to the next stage of learning.

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Inclusion Strong standard

Leaders understand the local area and use additional funding, such as early years pupil premium effectively to reduce barriers to learning. For example, resources linked to children's interests, such as football-themed activities, are used to increase engagement and participation. Furthermore, families are supported to attend events in the community, such as 'Cosy Club', where they can access meals and advice from other professionals. This helps children to take part and feel included.

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Leadership and governance Strong standard

Leaders maintain effective oversight of the setting. They have a clear understanding of what is working well and where improvements can be made. Regular reflection is used to review practice and ensure children's needs are met. Leaders work in partnership with parents and other professionals. Information is shared to ensure consistency and reduce barriers to learning. Decisions are purposeful, informed by what leaders know about children's development and are in children's best interests.

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Leadership and governance Strong standard

Supervision arrangements are well established and support staff to reflect on their practice. Regular discussions provide opportunities to review practice and identify next steps. Leaders ensure that training is precisely matched to individual staff needs and effectively embedded into practice. For example, following training in outdoor learning, staff have strengthened their use of the forest school environment to support children's development. Staff feel supported in their roles and their emotional wellbeing is considered. Clear expectations and consistent communication support a well-organised environment. This contributes to positive morale and a consistent approach across the setting. This ensures children receive consistently high-quality experiences.

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

Children arrive confidently into a calm, well-organised forest school environment, where they are warmly greeted by enthusiastic staff. They separate from their parents with ease and settle quickly into self-chosen activities. Children show high levels of curiosity and sustain their engagement in play. They interact confidently with visitors, proudly sharing their discoveries and ideas. This reflects that children feel safe, valued, and have a real sense of belonging.

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

Children benefit from rich outdoor experiences that reflect the forest school approach of the setting. They explore the natural environment and make meaningful links in their learning. For example, they connect water play to life cycles, such as frog spawn and tadpoles. Younger children explore textures and shapes through sensory play. Older children build on this, recalling what they know about life cycles and using vocabulary such as 'tadpole' and 'frog spawn'. They talk about what they can see and explain their ideas as they play. Interactions and questioning deepen children's thinking and support sustained engagement.

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

All children demonstrate positive attitudes to learning. They sustain attention, follow routines and respond to expectations. Children, including those with special educational needs and/or disabilities, are supported to consistently take part in daily experiences. Children develop independence through well-established routines such as managing clothing and personal care. They apply what they know as they play, for example, working together, taking turns and solving simple problems.

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

Children behave well and show respect for others in their interactions, welcoming new children into play. They develop an understanding of risk through outdoor experiences and apply guidance to keep themselves safe. Secure partnerships with parents and other professionals support children's participation and ongoing development. Children are well prepared for their next stage of learning and develop the confidence, independence and social skills needed for school.

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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 all children.

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Address:

Northfield Community Centre King Avenue Bootle L20 0BZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Inclusion Network CIC

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 15:00

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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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About this inspection

The inspector spoke with the nominated individual, senior leaders, nursery manager, practitioners, 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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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

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 .

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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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