Park Farm Forest School

Park Farm Forest School

Unique reference number (URN): 2797291 Address: Park Farm, Church Road, Chrishall, Royston, SG8 8QT Type: Childcare on non-domestic premises Registered with Ofsted: 23/09/2024 Registers: EYR, CCR, VCR Registered person: Wilson, Joanna

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

Failures in safeguarding practice lead to particular groups of children being unsafe. The suitability of all staff has not been verified and therefore cannot be assured. In addition, children are not always effectively supervised whilst eating. As a result, children are at risk of harm.

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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

Children at the club generally understand the behavioural expectations. Staff reinforce instructions to support children to keep themselves and others safe. Staff promote positive relationships. They consistently role model and communicate with the children throughout the session.

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Behaviour, attitudes and establishing routines Expected standard

The leader monitors attendance and follows up with families when patterns of absence or lateness emerge. Given the nature of the club, there is flexibility in when and how often children attend sessions. However, many children attend regularly to benefit from the leader's unique offer. The leader and staff have adopted a relaxed approach to the daily schedule to promote children's ability to learn, relax and explore at their leisure.

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Behaviour, attitudes and establishing routines Expected standard

Staff invite children to take part in a range of craft activities and teach children to develop their skills and maintain their focus during adult-led activities. All children, including those with special educational needs and/or disabilities are praised for their efforts and engagement. As a result, some children regularly engage in the adult-led activities during the session.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children. Generally, they are responsive to children's needs, providing comfort and reassurance when required. Staff speak calmly with children when reminding them of their expectations. Children demonstrate their understanding of general routines and transition through the session with relative ease. For example, some children know they should wash their hands before getting their lunch bag, some sit around the fire pit with their peers, whilst others choose their preferred spot in another area.

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Inclusion Expected standard

The leader has established positive relationships with parents, enabling her to develop an initial understanding of the needs of children and respond appropriately to these. She is particularly attentive to the parents and carers of children with special educational needs and/or disabilities (SEND) so that she can consider the adjustments that can be made to ensure that all children feel welcomed and settled during their time at the setting.

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Inclusion Expected standard

The leader and staff promote an inclusive environment, where children of different ages and abilities play together and are supported to participate alongside one another. The leader does not routinely find out about children's likes and dislikes before they arrive at the club, which means that some planned activities are not always closely matched to children's interests. Staff spend time organising activities and resources to enable children to get the most out of their time at the club, but some activities are more popular than others. Staff make suitable adaptations to their practice to enable all children, including those with SEND and those who face other barriers to their learning, to join in all aspects of the club. For instance, they identify children who may need a little extra care and support to build their confidence when making new friends.

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Inclusion Expected standard

Overall, the leader and staff monitor how effective the provision is in meeting the needs of all children. They are keen to share their provision with children from the wider community who might not normally be able to access such provision, but these plans are in the early stages.

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Children's welfare and wellbeing Urgent improvement

The leader has not established appropriate routines around mealtimes. There are low expectations relating to children eating at same time, in the same space. For example, some children can choose to sit around the fire pit, whilst others eat in the treehouse, boat or den. As a result, children are not adequately supervised at mealtimes.

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Children's welfare and wellbeing Urgent improvement

Overall, staff know children well and build positive relationships with them to support their emotional wellbeing. They typically respond to children's individual needs. However, there are unvetted staff working with children. The risks posed by potentially unsuitable people are not appropriately assessed by the leader. As a result, the suitability of all staff cannot be assured, which places children at risk of harm.

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Children's welfare and wellbeing Urgent improvement

The leader and staff are unable to consistently and effectively promote good manners, help children to develop their social skills, or teach them about making healthy choices and developing good habits. The leader has not fully recognised the impact of this aspect of their practice.

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Children's welfare and wellbeing Urgent improvement

Staff support a wide range of physical play opportunities outdoors, including opportunities for children to develop their skills as they engage in activities. Staff plan craft activities in recognition of some children's preference for this type of play. Staff support children to manage their emotions and have set up some quieter areas for children away from the main hub of activity.

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Leadership and governance Urgent improvement

The leader has failed to complete the necessary recruitment procedures. This does not ensure the safe management of the setting. There are unvetted staff working, and this means the suitability of all staff has not been verified and cannot be assured. The leader has not appropriately assessed the risks posed by potentially unsuitable people working with children. As a result, children may be placed at risk of harm.

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Leadership and governance Urgent improvement

Parents speak positively about the staff at the club and comment on how much their children enjoy attending. The leader reflects on the provision they offer for children and their families. She hold daily briefings with staff, providing an opportunity to reflect on and review their practice. This ongoing evaluation enables the leader and staff to consider the needs of the children who will attend that day, including those who have special educational needs and/or disabilities as well as those who face barriers to their attendance.

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Leadership and governance Urgent improvement

Staff work well as a team and enjoy their work. They confirm they feel supported, by the leader, in their roles and responsibilities. The leader does not formally schedule supervision for staff, and so discussions about their workload and practice are not necessarily recorded when they occur. The leader plans to formalise supervision to ensure that staff training and development is recorded systematically. This practice will enable her to evidence staff's knowledge and practice.

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Leadership and governance Urgent improvement

Although the leader identifies some areas for improvement, breaches to requirements have gone unidentified. Nevertheless, the provider demonstrates capacity to improve.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's safety is not effectively promoted because the leader fails to ensure all staff have completed the required suitability checks. There is a significant risk arising from unvetted staff and weaknesses in safer recruitment processes. The leader has not ensured that the suitability of all staff has been verified. This means that responsibility for children's care and supervision rests too heavily on a small number of staff. The leader is aware of the immediate action that she needs to take.

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

Children confidently explore the nature-based holiday club. They play collaboratively with each other and work together to build ideas from their imagination. Some children enjoy the variety of craft activities, such as bracelet making and creating clay animals. Others enjoy the freedom of the woodland, swinging on ropes, hiding out in the treehouse and building large dens in the shade of the trees.

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

Children of all ages, including those with special educational needs and/or disabilities, spend long periods using their imagination with small-world toys and other open-ended resources. They invent their own stories that large groups of their friends can be part of. As a result, children build independence, confidence and develop a range of social and physical skills. Staff support children, ensuring everyone feels a sense of accomplishment and contentment.

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

Children feel relaxed at the club. They build positive relationships with adults and their peers. Staff guide children but the leader's focus on independence and decision-making means that children are not always supervised, including at mealtimes. The expectations around mealtimes are low and children do not have the opportunity to develop good habits that keep them safe. This impacts children's welfare and wellbeing, weakening the experiences for all children.

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Address:

Park Farm Church Road, Chrishall Families are welcomed, and staff value their perspective so that they can support each child's unique needs. The leader monitors attendance and follows up with parents and carers if children do not arrive, helping every child take part in the holiday club sessions.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure all vetting procedures have been followed, including Disclosure and Barring Service (DBS) checks, for all staff working with children 25/09/2026

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Action Completion Date

establish and implement policies and procedures to ensure children are effectively supervised, particularly whilst eating 25/09/2026

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About this inspection

The inspector spoke with the leader, practitioners, parents 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. Royston SG8 8QT Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 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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