Forest Friends Pre-School Ltd

Forest Friends Pre-School Ltd

Unique reference number (URN): 2786480 Address: The Grotton Pavilion Community Centre, Station Road, Grotton, Oldham, OL4 5SF Type: Childcare on non-domestic premises Registered with Ofsted: 31/05/2024 Registers: EYR Registered person: Forest Friends Pre-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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Achievement Strong standard

Children are well prepared for their next stage in learning. Leaders and practitioners work closely with local schools to support smooth transitions into Reception. For example, teachers are invited to the setting to observe children and develop a secure understanding of children's individual needs and strengths. This helps to support their transitions to school. .

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Achievement Strong standard

Children are confident, independent and motivated learners who demonstrate the skills needed for future learning. Those with barriers to learning are identified early and supported effectively through targeted interventions and strong practitioner support. As a result, children, including those with additional needs, make rapid progress across all 7 areas of learning.

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Achievement Strong standard

Leaders and practitioners skilfully connect activities to children's previous learning, using high-quality interactions and narration during play. This helps to deepen children's understanding and reinforces their knowledge over time. For example, practitioners engage children in meaningful discussions about where bees live and the role of the queen bee within the hive. Children confidently recall and build on prior learning, actively discussing what they already know about bees and explaining why the queen bee is important to the hive.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to learning and form strong, caring relationships with both their peers and practitioners. They manage their feelings and behaviours well and show increasing empathy, kindness and consideration for others. For example, when a child becomes upset because they want a particular bike, another child willingly shares the bike, showing care and understanding towards their friend.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners create an environment where children are encouraged to communicate, collaborate and develop a sense of awe and wonder in their learning. For example, children excitedly select books to share with practitioners. Staff use this opportunity to thoughtfully encourage discussion by asking children why their friend may have chosen the story. This helps children to value one another's ideas and perspectives while deepening their engagement in learning.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and support children to feel safe, secure and confident within the environment. The curriculum is carefully matched to children's age and stage of development. It promotes child-led learning experiences that children naturally share and extend with their peers. As a result, children are engaged and motivated, and they behave very well.

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Behaviour, attitudes and establishing routines Strong standard

Attendance procedures are robust and contribute effectively to children's safety and wellbeing. Leaders monitor attendance daily and follow up absences promptly with parents. Where absences become prolonged or concerns arise, leaders take appropriate action, such as completing home visits or working with external agencies. This helps to ensure that children remain safe.

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Children's welfare and wellbeing Strong standard

Practitioners support children to understand and manage risks safely, helping them to develop confidence, resilience and strong decision-making skills. For example, children are taught how to safely jump from the bandstand by checking that their peers are at a safe distance before doing so.

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Children's welfare and wellbeing Strong standard

Children demonstrate a strong understanding of how to keep themselves and others safe. They actively contribute to risk assessments within the environment, confidently identifying hazards and discussing how risks can be managed. For example, children considered whether the outdoor areas were 'safe' or 'not safe', explaining their reasoning clearly. Practitioners skilfully guide children through these experiences, encouraging discussion, turn-taking and critical thinking. This helps to promote children's understanding of personal safety and responsibility.

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Children's welfare and wellbeing Strong standard

Children's independence is embedded throughout daily routines. Even younger children confidently dress themselves for outdoor play and independently manage many aspects of their self-care. As a result, children develop strong independence skills from an early age.

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Children's welfare and wellbeing Strong standard

Communication between staff is strong and purposeful, enabling children to benefit from seamless free-flow access across the provision. Practitioners are positioned both indoors and outdoors to support children to move confidently between activities. This promotes holistic learning experiences across all areas of development.

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Curriculum and teaching Strong standard

The curriculum is ambitious and implemented consistently well by knowledgeable practitioners. Staff use rich, purposeful language throughout children's play, narrating experiences and extending children's vocabulary effectively. For example, children confidently use complex words such as 'nocturnal' in their play and demonstrate a secure understanding of their meaning. Practitioners skilfully build on this learning further. For instance, they adapt their explanations appropriately for younger children, such as explaining that badgers sleep during the day, which helps children learn about the natural world around them.

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Curriculum and teaching Strong standard

Mathematical language is woven effectively throughout the provision, with practitioners consistently modelling and encouraging children to use mathematical vocabulary during play. For example, while reading a familiar story, practitioners use directive language such as 'left' and 'right' while using their bodies to change directions. This helps children to understand position through words.

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Curriculum and teaching Strong standard

The curriculum supports children to develop a strong understanding of the wider world and the diverse communities around them. Practitioners thoughtfully introduce children to a range of festivals and celebrations through meaningful activities and discussions, such as celebrating Eid. High-quality literature is used effectively to broaden children's understanding of different families, cultures and communities, helping children to develop respect and appreciation for differences. Children and families are encouraged to share their own experiences, traditions and backgrounds, further enriching their learning and promoting an inclusive environment where everyone feels valued.

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Inclusion Strong standard

Leaders and practitioners know children well and have a secure understanding of their individual needs and barriers to learning. They provide highly targeted support and interventions that enable children to make rapid progress from their starting points. Learning experiences are thoughtfully planned around children's interests, with practitioners skilfully extending and deepening learning through meaningful interactions and responsive teaching. This creates a rich and inclusive environment where children feel valued and secure. Leaders and practitioners work closely with families, particularly those facing additional challenges, fostering strong relationships and effective information-sharing. As a result, barriers to learning are identified and addressed swiftly, enabling children to thrive.

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Inclusion Strong standard

Leaders demonstrate a clear commitment to removing barriers to learning. Children who initially struggle to settle are well supported by skilled practitioners and make rapid progress over time. Those facing additional challenges receive targeted and responsive support. For example, children who find it difficult to regulate their emotions are provided with carefully considered resources, such as access to calming spaces. This enables children to develop self-regulation skills.

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Leadership and governance Strong standard

Leaders and practitioners communicate effectively throughout the day to ensure that children remain safe, well supervised and supported consistently. For example, staff use walkie-talkies to communicate with each other as children play indoors and outdoors. This helps to monitor children's movements and ensures that staff maintain an accurate awareness of the number of children present within the different areas of the provision. Consequently, children are safe.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for further development. They respond proactively to the changing needs of children and families. For example, in preparation for a new cohort of young children joining the provision, leaders have adapted the environment to create calm, safe spaces to support children's sleep and emotional wellbeing.

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Leadership and governance Strong standard

Leaders are reflective in their practice and have accurately identified priorities for improvement, including strengthening the quality and impact of staff supervisions to ensure that they are meaningful, reflective and professionally supportive.

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Leadership and governance Strong standard

Practitioners communicate effectively, regularly discussing children's needs, progress and next steps to ensure that support is consistent and responsive. Leaders actively support the professional development of all staff, including those who are unqualified or less experienced. For example, practitioners are guided through observation and assessment processes to ensure that these are used effectively. This enhances children's learning and development. Partnerships with parents are strong. Parents speak highly of the setting and share positive experiences of the care and education their children receive. They are well informed about their child's learning and development and understand what their child is working towards next. For example, assessments and next steps are shared regularly through the nursery's online system. This enables parents to continue supporting learning effectively at home and

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Leadership and governance Strong standard

strengthening the shared approach to their children's development.

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

Children thrive within the nurturing and highly inclusive environment, where they are supported to feel safe and confident in their abilities. They arrive happily and eagerly engage in the rich range of experiences available to them. Strong relationships between children and practitioners help children to develop a deep sense of belonging. Parents describe the setting as 'like family'. They speak highly of the care, support and communication they receive, which provides continuity for their children.

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

Children are curious, motivated learners who confidently lead their own play and learning. Practitioners skilfully build on children's interests and prior knowledge through meaningful conversations and thoughtful questioning. Children excitedly share what they know, using ambitious vocabulary such as 'delicate'. They thoroughly enjoy learning about habitats and nature, which they discuss with confidence. Learning is purposeful, well sequenced and adapted effectively to each child's individual needs.

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

Children behave very well and demonstrate empathy and respect towards one another. They share resources, support their friends and work collaboratively during play. Practitioners create an environment filled with awe, wonder and meaningful interactions, where children are encouraged to value one another's ideas and contributions. As a result, children are highly engaged and show very positive attitudes to their learning.

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

Children benefit from opportunities to develop their independence, resilience and emotional wellbeing. They confidently manage many aspects of their self-care, including dressing themselves for outdoor play. Children are supported to understand and manage risks safely through practical experiences. For example, they complete simple risk assessments, discuss hazards and learn how to keep themselves and others safe while exploring the environment.

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

Children with barriers to learning are identified early and supported well. Leaders and practitioners work closely with families and external professionals to ensure that children receive the targeted support they need. Funding, including early years pupil premium, is

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Address:

The Grotton Pavilion Community Centre Station Road, Grotton Oldham OL4 5SF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Forest Friends Pre-School Ltd

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Address:

Register(s): EYR used effectively to provide tailored interventions and resources that support children's emotional regulation, communication and overall development. Consequently, children, including those with additional needs, make rapid progress from their starting points. Children are well prepared for their next stage in learning.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders and practitioners 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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.

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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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