HARE Forest School - Mitcheldean

HARE Forest School - Mitcheldean

Unique reference number (URN): 2803791 Address: Horsepool Bottom Nature Reserve, Jubilee Road, Mitcheldean, Gloucestershire, GL17 0EE Type: Childcare on non-domestic premises Registered with Ofsted: 03/09/2024 Registers: EYR, CCR, VCR Registered person: HARE Forest School 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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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear routines that help children to understand what is expected of them. At the start of each session, children gather for circle time. Staff explain the experiences available, reinforce the boundaries of the forest and remind children what to do when they hear the whistle. Children understand these routines and respond positively to the freedom and responsibility that staff give them.

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Behaviour, attitudes and establishing routines Expected standard

Staff consistently promote kindness, cooperation and respect. Children understand that everyone should be included, explaining that 'everyone is allowed'. They generally share resources, cooperate and help one another without needing adult direction. Staff model the behaviour they expect from children. They demonstrate how to take part safely in experiences such as whittling. Staff calmly reinforce expectations while considering children's individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate positive attitudes throughout the session. They independently select experiences, sustain their engagement and move confidently between areas. Leaders promote attendance by providing a varied range of enjoyable and engaging outdoor experiences that encourage children to attend and return to the provision. At the end of the session, children come together to share what they have done and enjoyed. This helps them to reflect and listen to others. Children understand why rules are necessary and explain that adult supervision helps protect them from hazards. Established routines and expectations are beginning to help children behave responsibly and develop increasing independence.

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Children's welfare and wellbeing Expected standard

Children are happy and secure at the forest school. Staff prioritise their welfare and wellbeing, and are attentive and responsive. Children confidently seek reassurance and support from staff. They know who to approach if they are worried. Staff encourage children to express their needs and make choices, helping them to develop confidence and emotional security.

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Children's welfare and wellbeing Expected standard

Children are developing an understanding of how to keep themselves healthy and safe. They recognise hazards and understand why adult supervision is important while they experience appropriate risks. Mealtimes are relaxed and sociable. Children help to prepare lunch and independently choose from the food available. They develop confidence and independence through familiar routines. Staff provide nutritious food and remain attentive to children who may require additional support. Children also understand the importance of hygiene, including washing their hands before eating.

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Children's welfare and wellbeing Expected standard

Children typically develop warm and trusting relationships with staff and confidently communicate their needs. A key-person system is established for early years children. However, these arrangements are not yet consistently embedded. Leaders do not consistently ensure that early years children develop secure attachments through positive relationships with their key person.

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Inclusion Expected standard

Leaders have created an inclusive environment where children are welcomed and valued and participate fully in the experiences available. They gather information about children's individual needs by using a colour-coded system to identify where additional support may be required. The special educational needs coordinators gather further information from parents and carers before children attend. This helps staff to consider appropriate support, settling-in arrangements and transitions for children. Children benefit from a flexible environment, where active experiences work alongside quieter spaces for those who need opportunities to rest.

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Inclusion Expected standard

Leaders work effectively to reduce barriers to children's participation. A significant proportion of children attend through the holiday activities and food programme. These children benefit from nutritious food and access the same outdoor experiences, resources and opportunities as their peers. The setting does not currently receive early years pupil premium funding, but demonstrates an understanding of how this would be used to provide resources based on children's interests and needs. Children with special educational needs and/or disabilities (SEND) participate alongside their peers and benefit from the opportunities available. Parents value staff's understanding of children's individual needs.

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Inclusion Expected standard

However, information gathered about children's SEND is not consistently understood across the staff team. For example, some staff are not clear about the individual needs of all children attending who require additional support. Leaders do not consistently ensure that all staff have the information they need to provide appropriate support and remove potential barriers to children's participation and wellbeing.

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Leadership and governance Expected standard

Leaders are ambitious for children, and have established a welcoming and inclusive provision where children benefit from a wide range of outdoor experiences. They make decisions with children's best interests at the centre. Leaders consistently deploy 4 staff. This supports effective oversight across the forest environment and enables staff to provide appropriate supervision and support for children. Staff use walkie-talkies and regular communication to coordinate their responsibilities across the site.

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Leadership and governance Expected standard

Leaders value the expertise of their experienced staff team. Staff have relevant qualifications and designated responsibilities, which help them to fulfil their roles effectively. Leaders consider staff wellbeing and workload when deploying staff and organising responsibilities. Collaborative working enables staff to seek support from one another and leaders when needed.

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Leadership and governance Expected standard

Parents and carers speak highly of the provision and value staff's understanding of their children's individual needs. They describe how their children benefit from attending, including developing confidence and applying the safety rules they learn at forest school in other environments. Leaders understand the provision's strengths and recognise where practice can be strengthened further. They recognise the need to ensure that information about children with special educational needs and/or disabilities is consistently understood by all staff and that key-person arrangements are more firmly embedded.

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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 are happy, confident and enthusiastic as they explore the freedom of the forest school environment. They make meaningful choices about how they spend their time, whether climbing trees, building dens, hunting for bugs, whittling or helping to prepare food. Children explore the mud kitchen and digging area, while others relax in hammocks or read books in quieter spaces. Staff successfully balance this freedom with clear expectations for safety. Children understand the boundaries of the site and why they need to consider

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About this setting

hazards when they play. This helps children to develop independence, confidence and an age-appropriate understanding of how to manage risk.

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About this setting

Children experience a sense of belonging. They enjoy warm and positive relationships with staff and one another. Children describe staff as 'friendly and helpful', saying that being at the forest school makes them feel relaxed. They confidently identify staff they can approach for help. Children learn to be kind, share and cooperate. For example, they work together to carry pallets safely. Children with special educational needs and/or disabilities participate alongside their peers and benefit from the same rich experiences. The variety of experiences and spaces enables children to follow their interests and participate in ways that suit their individual needs.

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About this setting

Attentive staff prioritise children's safety, dignity and wellbeing. Leaders adapt the environment thoughtfully when circumstances change. For example, they have relocated the toileting area to provide greater privacy for children. Leaders have adapted children's experiences during exceptionally hot weather because of increased wildfire risk. Children feel safe and valued and enjoy the varied opportunities that the forest school provides.

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Next steps

Leaders should ensure that all staff understand children's individual needs so that they can consistently provide appropriate support and remove barriers to children's participation and wellbeing. Leaders should consistently embed the key-person system so that early years children extend their secure attachments through positive relationships with their key person.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children, and parents and carers 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. Unique reference number (URN): 2803791

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Address:

Horsepool Bottom Nature Reserve Jubilee Road Mitcheldean Gloucestershire GL17 0EE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: HARE Forest School CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30,Saturday : 10:30 - 13:30,Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30,Monday : 12:15 - 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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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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