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Easteds Barn, Easteds Lane, Southwater, West Sussex, RH13 9DP
Childcare on Non-Domestic Premises, Full day care
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is outstanding
Children arrive eager and motivated to discover what exciting opportunities staff have created to start their day at nursery. They exude self-confidence as they explore highly stimulating play environments. Children show exceptional resilience, independence and collaboration skills to test out their play ideas and enquiries.
For example, at the base camp during a forest school session, children discuss and practise how to use tools. They use flints and stones to generate 'dragon sneeze' sparks to start a fire. When they do not succeed the first time, they keep trying and work together to problem solve to achieve their ai...m.
When they start a fire, children take great delight in their persistence and achievement. As a result, they have outstanding critical thinking skills.Children behave incredibly well.
They receive support to learn about their emotional health through stories and resources that explore feelings. This helps children to express how they feel and start to recognise the impact of their behaviours on themselves and others. Babies and toddlers are extremely confident and show high levels of curiosity in their play and learning.
They demonstrate deep fascination as they explore their own shadows and seek other resources to create new shadow patterns. Young toddlers gesture and babble with great delight when they identify that stamping on bubble wrap creates popping sounds.
What does the early years setting do well and what does it need to do better?
The inspirational leaders ensure their passion for exceptional quality care and education is reflected across the nursery and forest school.
They meticulously identify priorities for the curriculum and implement training, support and coaching for staff. As a result, children gain outstanding knowledge and skills to prepare them for their next stage of learning.Staff provide children with opportunities to challenge their thinking skills over a long period of time.
This allows them time to make meaningful discoveries and deep connections to extend their learning. For example, children engage in a long-term project and hold reflective discussions to build a tree house in the forest. They collaborate with peers to explore different designs, materials and ways to build the structure.
Staff work with children to solve problems, measure the materials and use tools to saw wooden planks. This experience enables children to build on what they already know. Children continue their learning journey to expose them to a variety of new knowledge and skills.
As a result, they see the benefits of their hard work in the tree house they all enjoy.Children demonstrate exceptional independence skills. Staff support babies and toddlers to develop hand-eye coordination by handling tongs at lunch time to serve spaghetti.
Older children peel and cut their own fruit at snack time. Pre-schoolers show great confidence in being able to put their own coats and boots on.Children quickly recognise how to care for their own hygiene.
They seek out tissues and mirrors so they can look at their face while they blow their nose and then dispose of the tissue correctly. They are proud when they do this by themselves.Staff promote children's physical health exceptionally well.
Children challenge themselves to tackle rope assault courses. They suggest instructions to their friends so they can then accomplish climbing up to the higher ropes.Children receive outstanding opportunities to develop their language skills.
Staff are incredibly creative. They make up stories, sing songs, share books and introduce new vocabulary. Children delight in climbing a fallen tree trunk to re-enact action songs.
Staff support all children to be aware of the natural world. Children are extremely fascinated by nature and living things. For example, staff encourage young babies and toddlers to notice birds that enter their garden.
They delight when they hear birds sing and when birds eat the seeds which children have been using in sensory play.Leaders and staff have exceptionally high expectations for children. Older children experience new ideas to help them learn about the world around them, including how they can contribute towards protecting the planet.
Children look for ways to recycle, minimise pollution and learn about 'deforestation'. Children engage in 'beach cleans' and discuss together what they can do with their leftover food to reduce waste. They agree this should be fed to the pigs that live on the forest school site.
Parents speak highly of the nursery. They comment favourably about how well their children make progress through the inspirational experiences on offer. Parents comment how staff know their children incredibly well and have very positive relationships.
Staff plan precisely to ensure that children that need extra help to catch up receive intervention at the earliest opportunity. This supports children to make rapid progress in their learning and development.
The arrangements for safeguarding are effective.
The designated safeguarding lead (DSL) demonstrates a secure understanding of how to fulfil her roles and responsibilities. She ensures staff remain up to date with guidance. The DSL and all staff have a secure knowledge of the process to follow to refer any safeguarding concerns in line with local procedures.
This enables them to ensure that children who may be at risk receive intervention as quickly as possible. They know indicators of wider safeguarding issues, such as domestic violence, county lines, radicalisation and non-mobile baby bruising protocols. Extensive risk assessments are in place to ensure children remain safe during riskier play.
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