Green Planet Forest School Ltd @ BPS

Green Planet Forest School Ltd @ BPS

Unique reference number (URN): 2776260 Address: Buckingham Primary School, Foscot Way, BUCKINGHAM, MK18 1TT Type: Childcare on non-domestic premises Registered with Ofsted: 19/01/2024 Registers: EYR, CCR, VCR Registered person: Green Planet Forest 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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Behaviour, attitudes and establishing routines Strong standard

Children interact positively with one another, demonstrating excellent collaboration and behaviour. Staff facilitate collaborative learning, encouraging children to learn from mistakes and improve outcomes together, as seen in activities such as building dens and constructing a zip wire. Relationships between children and staff are excellent, with staff being approachable and friendly, which is a view echoed by parents. Activities are tailored to support every child, regardless of their age or developmental stage, with older children encouraged to assist younger peers. Leaders and staff are committed to further developing these collaborative and inclusive approaches by ensuring they have the most recent and best practice strategies to support the children.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is consistently high, reflecting the children's enthusiasm for the provision. Punctuality is prioritised to ensure safety messages are delivered, and parents actively support this. Staff facilitate routines that preserve the seamless progression of exploration, implementing flexible times throughout the day for shared meals and group activities. Children and staff meet around the fire pit each day for breakfast and safety reminders. Throughout the day, they enjoy mealtimes together and end with a celebration of what they enjoyed.

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Behaviour, attitudes and establishing routines Strong standard

When minor disagreements arise, staff offer timely support to resolve issues effectively. Children respond well to established routines and cues for stopping activities. For example, staff call out 'leaves and sticks', and the children respond 'fingers on lips'. The children know to listen and return promptly to basecamp. Emergency procedures are clear, and children know that the whistle means to find the nearest adult.

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Children's welfare and wellbeing Strong standard

Staff place children's needs at the centre of provision, prioritising emotional development through carefully considered approaches. Children are supported to stay safe and confidently assess risks in their play. Staff actively encourage children to articulate how they look after themselves, each other and the natural environment using the 3 rules.

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Children's welfare and wellbeing Strong standard

Secure relationships flourish between staff and children, underpinned by effective communication with families. Staff foster a supportive atmosphere in which children discuss their feelings and show empathy towards one another. Leaders place a high priority on children's emotional wellbeing. They provide consistent staffing to support continuity of care and produce a single-page profile for each child so that staff understand each child's individual needs. Staff draw on their in-depth knowledge of each child.

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Children's welfare and wellbeing Strong standard

Children display a remarkable awareness of personal safety and responsibility, both for themselves and for their peers. Staff skilfully encourage self-regulation, demonstrating a clear understanding of how individual needs can affect children's wellbeing. The pedagogy underpinning emotional development is robust and widely understood among staff. Safety and hygiene routines are firmly embedded across the setting, ensuring children benefit from a secure and nurturing environment. Children routinely practise essential hygiene, such as handwashing, and demonstrate safe behaviours when using tools, water and fire.

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Inclusion Strong standard

Staff demonstrate a commitment to inclusion, drawing on their own experiences to enrich practice and understanding. All children are welcomed and supported to join the setting. Staff adapt their approaches to accommodate every child, rather than expecting children to adapt to the setting. Staff proactively engage with training for children with special educational needs and/or disabilities. For example, training on alternative communication methods helps staff to communicate with all children. Recent training has helped staff identify triggers and use creative strategies to support children with anxiety and a need for control in relation to this.

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Inclusion Strong standard

Staff provide personalised support to every child, addressing individual barriers and ensuring that each child's needs are met. Staff make adaptations to help children settle, providing activities that nurture wellbeing and build confidence. Staff establish positive relationships with children and families by offering pre-enrolment sessions. These sessions actively reduce anxiety and foster friendships, ensuring children feel supported and confident before starting school.

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Inclusion Strong standard

Staff record key information about each child in a one-page profile before they start Forest School, which is updated regularly. Staff share these profiles with parents to provide consistency for the children. Leaders collaborate with local businesses to raise sponsorship funds that provide free sessions for families. In return, the families have access to inclusion- friendly shops, fostering community support and awareness.

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Leadership and governance Strong standard

Children are at the heart of the setting's work, with a particular focus on those who face barriers to learning. Leaders demonstrate a willingness to take risks and embrace new approaches to enhance the setting. They maintain a relentless focus on securing excellence for all children, actively working in partnership with the nominated individual to drive improvement. Leaders have an excellent understanding of the setting's strengths and areas for development, regularly reviewing practice and seeking innovative solutions. Their commitment to continuous improvement is evident. They visit other forest school businesses further afield to learn from best practice and refine their own provision. Leaders and staff are constantly seeking to improve their knowledge and apply what they learn from training and research to their everyday practice.

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Leadership and governance Strong standard

Leaders provide numerous high-quality training opportunities, ensuring staff are equipped to deliver excellent support. Staff actively participate in these programmes, further strengthening the setting's capacity for excellence. The embedded partnership with the sister special educational needs and/or disabilities company has been highly effective in offering additional staff training focused on inclusion, enabling staff to confidently address the needs of all children and promote their wellbeing.

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Leadership and governance Strong standard

Staff report that their workload is manageable and that they feel supported by leaders. They are motivated to take on additional responsibilities, as they genuinely enjoy their roles. Leaders provide staff with access to an extensive, bespoke training plan to ensure current and new staff members are fully supported.

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Leadership and governance Strong standard

Leaders actively engage with parents, professionals and partner schools in a positive way. They ensure that children receive appropriate support throughout their time at Forest School.

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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 arrive at Forest School happy and excited. They quickly settle in as staff greet them warmly and with genuine friendliness. Children are encouraged to explore their interests and participate in a wide range of activities through proactive staff engagement. A safe environment is maintained that the children enjoy exploring. A diverse selection of activities, shaped by children's input, is available to ensure opportunities align with individual interests and developmental needs. This responsive approach fosters high levels of engagement and active participation among all children.

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

Children demonstrate excellent behaviour throughout the day. Each session begins with clear safety reminders and checking on how each child is feeling, ensuring a positive start. They conclude each day by celebrating achievements, reinforcing a sense of accomplishment with the phrase 'best day ever'. Staff set high expectations for behaviour, firmly linked to safety, and establish well-defined routines based on the three core rules: look after ourselves, look after each other, and look after nature. Children understand these principles thoroughly and consistently uphold them. When it is time for a snack or cooking at the fire pit, children independently line up to wash their hands and confidently choose, prepare and cook their food, demonstrating both responsibility and self-assurance.

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

Every child is consistently nurtured, fostering their growth within secure, trusting relationships. Children demonstrate excellent social skills and establish positive friendships with their peers.

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

Independence is promoted from an early age, ensuring children confidently manage routines such as storing their belongings on arrival and assisting with tidying up after cooking. Leaders demonstrate a thorough understanding of each child, gathering detailed information from parents before enrolment and maintaining effective communication with the schools that children attend. This proactive approach enables leaders to accurately identify individual needs and interests, making appropriate adaptations to eliminate barriers and facilitate full participation in activities.

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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, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

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

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Address:

Buckingham Primary School Foscot Way BUCKINGHAM MK18 1TT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Green Planet Forest School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 04:00

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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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4 to 9

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

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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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