Little Forest Folk

Little Forest Folk

Unique reference number (URN): EY483521 Address: 19th Wimbledon Scout Hut, Cottenham Park Road, London, SW20 0SX Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2014 Registers: EYR, CCR, VCR Registered person: Little Forest Folk 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 Expected standard

Children, including those with special educational needs and/or disabilities, make typical progress from their starting points across the areas of learning. They develop the knowledge, skills and confidence needed for the next stage of their learning, including for transitioning to school.

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Achievement Expected standard

Children become increasingly independent, resilient and confident in themselves. This is achieved through the varied range of experiences and activities staff provide. Children develop effective communication, physical and social skills through a range of adult-led activities. They become familiar with stories, assert their thoughts during discussions and showcase their ability to recall what they have learned, such as the rules for how to climb trees safely.

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Achievement Expected standard

Younger children demonstrate assurance as they begin to navigate their environment. They are comfortable asking for support, and are beginning to show an awareness of what is expected of them. Older children proudly share their knowledge with staff. They showcase their counting skills, discuss their knowledge of the world and spend extended periods of time engaging in discussions of interest to them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish a calm and consistent environment that allows children to feel safe and secure during their time at the setting. Staff provide clear guidance before children play in the forest, making sure they understand what is expected of them. For example, staff teach children the 'no picking, no licking' rule for protecting themselves and the natural environment around them. Children generally respond well to this approach, joining in with activities, playing alongside one another and typically displaying positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models for children. They speak respectfully and warmly when they respond to children's requests. Children embody this in their own approach to others, which creates a harmonious atmosphere. Children generally show familiarity with their daily routine. They adapt well as they engage in different parts of the day due to the various verbal warnings that staff provide before times of transition are due to take place. This helps children to participate in the range of experiences available to them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand their responsibility to promote regular attendance. They develop secure relationships with families and implement robust procedures, allowing children to benefit from continuity in their learning. When children show signs of upset and do not want to separate from their parents and carers, the supportive approach that staff display allows children to feel emotionally secure.

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Children's welfare and wellbeing Expected standard

Leaders create an environment where children are happy and settled. Leaders and staff gather detailed information from parents and carers before children start, and use ongoing opportunities to maintain open channels of communication. For example, leaders plan parents' evenings, which happen twice a year, allowing parents the opportunity to discuss the needs of their children at length with their key person. This collaborative approach means that children receive consistent support for their welfare and wellbeing, both at home and in the setting.

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Children's welfare and wellbeing Expected standard

Staff are caring and attentive to children's needs. They show a genuine interest and passion for supporting all children's wellbeing. When children do experience times where they need help from an adult, staff approach the situation warmly, allowing children to feel safe and cared for.

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Children's welfare and wellbeing Expected standard

Staff encourage all children to spend a lot of time outdoors, where they play, explore and enjoy the fresh air. Children are encouraged to be independent in their care routines, such as by washing their hands before meals. The children enjoy a consistently healthy and nutritious range of meals prepared by the setting. However, staff do not take opportunities to teach children about the importance of a balanced diet to form healthy habits for the future.

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Curriculum and teaching Expected standard

Leaders have developed a broad and balanced curriculum which covers all areas of learning. At this setting, children spend most of their day learning with staff outdoors in the woods. Staff make sure that all children, including those with special educational needs and/or disabilities, benefit from this unique way of learning. Through leaders' clear vision for the setting, staff deliberately and carefully inspire children to learn while they explore nature.

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Curriculum and teaching Expected standard

However, staff do not consistently extend children's learning. While some staff use rich vocabulary to stretch and challenge children, others simply reinforce what children already know. For example, when a child approaches a staff member to discuss a bird they see perched in the trees, the staff member affirms that the child is correct, but does not extend this conversation further. Consequently, some opportunities to deepen learning are missed.

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Curriculum and teaching Expected standard

The learning environment is meticulously planned to provide children with a wide range of experiences. Staff support children to develop an early understanding of number and quantity as they play alongside them. Staff sing number songs, which children join in with; they introduce the concepts of 'bigger' and 'smaller' as children look for sticks, and encourage children to problem-solve. Older children spend extended periods focused on painting a cardboard fire engine, showing high levels of concentration and perseverance. They work collaboratively with each other as they take the time to paint different sides with staff's support. During storytelling times, leaders and staff read books with expression to children, fostering an avid love of stories.

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Inclusion Expected standard

Leaders and staff know all children well, and they are able to identify challenges that children may face. They gather information about children's starting points, working closely with parents and carers to understand children's emerging needs. This allows leaders to swiftly seek advice from external professionals, allowing each child to thrive during their time at the setting. Staff teach children about the needs of others, instilling a culture of mutual respect and understanding.

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Inclusion Expected standard

Leaders typically ensure that targeted plans are put into place for children when required. They make adaptations and use agreed support strategies to meet the individual needs of children. For example, children with special educational needs and/or disabilities who struggle to sit down for meals with larger groups enjoy an 'adventure snack time'. During this time, they enjoy a meal in another part of the forest with their friends. This supports staff to actively meet children's emotional needs.

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Inclusion Expected standard

Leaders make effective use of their budget to systematically provide individualised support for children. For instance, recognising that some children have a strong dislike of certain foods, they have purchased divided plates to support them at mealtimes. Leaders and staff recognise that each child is unique and deserves an equally unique experience at the setting.

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Leadership and governance Expected standard

The newly formed leadership team shows an unwavering level of passion for increasing the positive outcomes for children and staff. They have a broad awareness of the setting's strengths and areas for development. Through careful analysis and planning, leaders are beginning to strengthen their impact on the quality of the provision. This is evident through the recent changes they have made to the support that children receive for their emotional wellbeing. Children show high levels of emotional resilience, and the setting has a calming feel. Staff are aware of strategies they can put into place to prevent children's emotional responses from escalating. Leaders have plans to ensure the continuous development of the setting.

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Leadership and governance Expected standard

Staff benefit from leaders who care about their development and wellbeing. Leaders create a supportive work environment, complete with supervisions, regular check-ins and time away from the main group for staff to carry out tasks such as planning activities. Staff share that they feel their health and wellbeing are supported by leaders, who they know they can approach with any concerns they may have. Staff enjoy working at the setting and receive continuous opportunities for professional development. Leaders understand that training is more impactful if it aligns with the interests of staff, so staff play an active role in selecting the additional training that they take part in. However, leaders do not consistently ensure that staff interactions extend children's critical thinking skills. This means that children do not always benefit from interactions that build on what they already know. Leaders are reflective

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Leadership and governance Expected standard

and have plans in place to further enhance the opportunities they offer children.

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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 and settled and thoroughly enjoy attending this welcoming setting. They confidently navigate the environment around them, and benefit from a broad curriculum that supports their development. Through play experiences that capture their interests, children have ample opportunities to learn. They develop positive relationships with friendly staff, who show an interest in their individual personalities and generally provide meaningful interactions that support their learning and wellbeing. Children are encouraged to become independent through daily routines. They serve their own food, create their own play opportunities and are developing the ability to manage their own feelings. This helps children prepare for the next stage in their learning.

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

Children spend the majority of their time at the setting outside. They make choices during play and are supported well to get dressed into appropriate clothes, meaning that the weather never dampens their spirits. Children enjoy playing in purposefully adapted areas of the woods which provide shelter and shade to accommodate changing weather conditions. They enjoy the variety of experiences on offer at the setting; they especially enjoy engaging in sensory activities, playing with loose parts and using a pulley to move objects in a basket through the trees.

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

Children make progress due to the quality of teaching that staff deliver alongside these experiences. For example, children happily converse with staff about their recent holidays, which staff use as an opportunity to support their learning. Staff show interest in children's lives; they listen and respond to the children. This helps children to develop their confidence and feel a sense of belonging at the setting. Children are beginning to develop an understanding of other children through the staff's commitment to teach children about differing cultures and needs. They celebrate events such as the Holi festival and learn that some friends have different needs, sometimes requiring time and space away from the group. This leads to children developing high levels of respect for one another.

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

Children thrive and remain safe because leaders understand the significance of the earliest years of children's lives. They work in close partnership with parents to monitor attendance, maximising the impact that staff have on children's learning and development. They also ensure that routines within the setting are safe, such as by closely supervising children when they are eating and sleeping.

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Next steps

Leaders should help staff to consistently extend children's critical thinking skills. Leaders should support staff to improve their teaching of healthy lifestyles, including healthy food choices.

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About this inspection

The inspector spoke with leaders, staff 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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Address:

19th Wimbledon Scout Hut Cottenham Park Road London SW20 0SX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Forest Folk Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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