Three Little Birds Forest Nursery

Three Little Birds Forest Nursery

Unique reference number (URN): 2747370 Address: Arundel C Of E Primary School, Jarvis Road, Arundel, BN18 9HT Type: Childcare on non-domestic premises Registered with Ofsted: 07/08/2023 Registers: EYR, CCR, VCR Registered person: Little Birds Forest Nurseries 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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Inclusion Exceptional

Leaders have a clear vision that places children's wellbeing, inclusion and development at the centre of every decision. This vision is understood and lived by all staff and is reflected consistently in daily practice, particularly in the calm, respectful way adults interact with children and families. Leaders' actions have a transformational impact on children's lives and ensure that the setting continues to thrive.

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Inclusion Exceptional

Leaders know the setting extremely well. They evaluate strengths accurately and act decisively to improve provision further. For example, leaders use their detailed knowledge of children's needs and the local context to shape training, curriculum decisions and staffing. Staff access high-quality professional development linked directly to children's communication, emotional regulation and learning outdoors. Staff practice is continually refined and remains ambitious for all children who make sustained progress.

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Inclusion Exceptional

Leaders ensure that children who face disadvantage, with special educational needs and/or disabilities, or are known to children's social care receive timely, highly effective support. Leaders proactively work with families and external professionals, guiding parents expertly through referral and education, health and care plan processes and coordinating transition planning for children with complex needs. Parents describe this leadership support as life- changing. They say how this has reduced anxiety and ensures that children access the full curriculum safely with confidence and positive attitudes.

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Leadership and governance Exceptional

Leadership and governance are exceptional. Leaders have a clear, values-driven vision that places children's wellbeing, inclusion and development at the centre of every decision. This vision is understood and lived by all staff and is reflected consistently in daily practice, particularly in the calm, respectful way adults interact with children and families.

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Leadership and governance Exceptional

Leaders know the setting extremely well. They evaluate strengths accurately and act decisively to improve provision further. For example, leaders use their detailed knowledge of children's needs and the local context to shape training, curriculum decisions and staffing. Staff access high-quality professional development linked directly to children's communication, emotional regulation and learning outdoors. As a result, practice is continually refined and remains ambitious for all children.

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Leadership and governance Exceptional

Inclusion is a shared responsibility. Leaders ensure that children who face disadvantage, with special educational needs and/or disabilities, or are known to children's social care receive timely, highly effective support. Leaders proactively work with families and external professionals, guiding parents confidently through referral and education, health and care plan processes and coordinating transition planning for children with complex needs. Parents describe this leadership support as life-changing, with leaders reducing anxiety and ensuring children access the full curriculum safely and confidently.

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Strong standard

Staff are exceptionally well supported. Leaders prioritise staff's wellbeing and workload through meaningful supervision and open dialogue. Staff feel trusted to make professional judgements and supported to ask for help when needed. This stability underpins consistently high-quality care and teaching.

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Strong standard

Governance is effective and purposeful. Statutory requirements are met securely. Leaders' actions have a transformational impact on children's lives and ensure that the setting continues to thrive.

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Achievement Strong standard

Children make strong progress from their individual starting points. This is particularly evident in communication and language. For example, children who joined the setting with limited speech now confidently express their needs, hold conversations and use language to negotiate and collaborate with peers. Staff's consistent modelling of spoken language, alongside Makaton and visual supports, enables children to communicate successfully in ways that work for them.

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Achievement Strong standard

Children with special educational needs and/or disabilities make meaningful and sustained progress. Children who were previously non-verbal or struggled to regulate are now able to communicate through words, signs or gestures and participate alongside their peers. This progress supports their confidence, independence and readiness for the next stage of learning.

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Achievement Strong standard

Disadvantaged children and those with barriers to their learning benefit from targeted support, including improved access to nutritious food and emotional support. As a result, they are more settled, engaged and ready to learn. Children develop the skills they need to manage routines, build relationships and transition smoothly to school or other settings. Achievement across the setting is secure and well sustained.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They feel safe, respected and understood, and they respond positively to staff's calm and consistent expectations. Behaviour is supported through strong, trusting relationships rather than rules alone, creating a settled and purposeful environment.

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Behaviour, attitudes and establishing routines Strong standard

Children understand routines and follow them confidently. They remind one another of safety expectations and take responsibility for themselves and their environment. As a result, transitions between activities are calm and well managed. Children who previously struggled to regulate now manage transitions confidently, showing growing self-control and emotional security.

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Behaviour, attitudes and establishing routines Strong standard

Children show highly positive attitudes to learning. They are curious, motivated and eager to take part. They persist with challenge and show pride in their achievements. Staff support children to recognise and talk about their feelings and practise regulation strategies when calm. Children use these strategies independently when they need them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance sensitively and work closely with families to establish secure routines. Adjustments are made thoughtfully to support children's individual circumstances. Children collaborate well, share resources and resolve minor disagreements with confidence. The consistent culture of kindness, respect and inclusion enables all children to feel a strong sense of belonging and to thrive.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised. Care practices are highly responsive to individual needs. Children are supported to feel safe, rested and emotionally secure.

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Children's welfare and wellbeing Strong standard

Strong attachments are evident. Key persons know children exceptionally well and respond sensitively to their cues. Babies and young children receive consistent, nurturing care that supports their development.

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Children's welfare and wellbeing Strong standard

Health and safety are embedded in daily practice. Children learn about healthy choices through routines and conversations. Food is approached positively. Children are encouraged to listen to their bodies and develop healthy attitudes.

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Children's welfare and wellbeing Strong standard

Emotional wellbeing is supported skilfully. Children are helped to recognise, express and manage their feelings. Staff model empathy and respect, helping children develop strong self-regulation skills.

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Children's welfare and wellbeing Strong standard

Sleep, feeding and care routines are flexible and child-led. Leaders ensure that routines support children's individual needs. This contributes to children's calm behaviour, engagement and overall wellbeing.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, coherent curriculum that is rooted in children's interests, development and wellbeing and is implemented with exceptional consistency. The curriculum meets all early years foundation stage requirements and is shaped by a deep understanding of child development and the setting's outdoor context.

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Curriculum and teaching Strong standard

Teaching is highly responsive and purposeful. Staff skilfully follow children's interests while extending learning through well-timed interactions. For example, children's curiosity about spray bottles and colour mixing is developed into sustained learning through art experiences inspired by artists, such as Jackson Pollock. Staff introduce new vocabulary, encourage prediction and exploration and model mathematical language, such as height, direction and comparison, while children engage their whole bodies in learning.

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Curriculum and teaching Strong standard

Leaders ensure that children's language development is prioritised across the curriculum. Staff consistently model rich spoken language alongside other communication methods, such as Makaton and visual supports. These approaches are used for all children, ensuring that those with communication needs access learning confidently alongside their peers. Assessment is ongoing and precise. Staff use their observations to adapt teaching in the moment and plan meaningful next steps, particularly for disadvantaged children and those with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Leaders ensure that staff training is carefully chosen and directly linked to children's needs, including learning outdoors, communication and emotional regulation. This results in teaching that is not only inclusive but transformative, enabling all children to access an ambitious curriculum and make sustained progress.

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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 experience a warm, nurturing and deeply respectful environment where they feel safe, valued and understood. From the moment they arrive, children are greeted by staff who know them and their families very well. Close, trusting relationships with staff help all children to feel secure and confident to explore, communicate and take risks in their learning.

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

Children spend their whole days immersed in nature where they thrive. The setting's outdoor environment is calm, purposeful and rich in opportunity. Children choose how they play, learn and rest. Staff follow children's lead while skilfully extending learning through thoughtful interactions. Staff thoughtfully encourage children to listen to their bodies, express their needs and make choices. They intuitively adapt their approach to ensure that children with special educational needs and/or disabilities (SEND) fully access the curriculum. This supports their independence, emotional security and wellbeing, and for some children, is life-changing.

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

Children communicate confidently in different ways. Staff use spoken language, gestures, Makaton and visual supports successfully to support children's language development. This ensures that all children, including those with SEND, are fully included and have a voice.

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

Children consistently show respect and kindness towards each other. They collaborate, share resources and resolve challenges themselves. Staff help children understand emotions and practise strategies to manage them. Children use these skills independently, showing growing self-regulation.

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

Children make incredible progress from their starting points. They show high levels of self- esteem and positive attitudes to learning that prepare them well for the next stage in their learning, including the move to school. Staff highly value parents' views and establish collaborative partnerships that help ensure consistency in children's learning at home. Parents speak highly of the care, communication and support their children receive.

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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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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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Jodi Butchers Jayne Godden

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Address:

Arundel C Of E Primary School Jarvis Road Arundel BN18 9HT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Birds Forest Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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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. 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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