|Name||Nonsuch Park Forest School Little Oaks|
|Address||Nonsuch Park Forest School, Little Oaks, Ewell Road, SUTTON, Surrey, SM3 8AL|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is outstanding
Children have an exciting time at this child-centred setting. They behave exceptionally well and have a deep understanding of how to be considerate to each other.
For example, they explain to the inspector that while their friend is climbing a tree, they are looking after her favourite toy. Children listen really well to staff’s instructions and know exactly where they can go in the park and woodland.Children are given opportunities to learn how to manage their own safety.
The outings to the woodland, ponds and park area are extremely well managed by staff. Children are allowed to use real equipment such as hammers and nails. They know why they need to wear safety goggles and use the tools with great care and precision.
Children are highly independent from a young age. They eagerly help themselves to the broad range of rich, varied and imaginative resources that are readily available to them. For example, older children choose to set up a pretend cafÃ©, where they confidently respond to adults’ and children’s requests.
Younger children relish water play and watch in wonder as they create waterfalls and streams to float wooden toys and a variety of natural materials, such as sticks and leaves.
What does the early years setting do well and what does it need to do better?
Leaders have high expectations. They work persistently to ensure that children have the best opportunities to explore their natural curiosity.
For instance, following specific research they have successfully implemented even more creative areas to enhance children’s imagination. This has had a exceptional impact on children’s learning, including those with special educational needs and/or disabilities (SEND).Staff are extremely well supported by the provider.
Their well-being is given a high priority and they are encouraged to enhance their skills through personalised professional development. Therefore, staff feel valued and enjoy working at the setting. Leaders ensure that staff have a thorough understanding about how to use the forest school approach to extend children’s learning.
Consequently, children eagerly have a go and have a strong sense of perseverance in achieving tasks.The experienced and enthusiastic staff know the children very well. They provide a rich and varied curriculum that builds on what children already know.
For example, when taking part in an animated storytelling session, children excitingly talk about their previous learning. They eagerly explain about the growing cycle. Children plant beans and confidently tell adults what they need for their beans to grow as big as the beanstalk in the story.
Children are at the heart of the setting. This includes those with SEND. Staff take time to demonstrate and explain how to complete tasks that they find challenging, such as independently unscrewing water containers.
Children have excellent relationships with each other. They have fun making a kite and decide what they need. They whoop and clap with delight when their friends run and successfully make it fly in the sky.
Key persons work closely with parents to ensure that children develop increasing confidence. Staff consistently review their work with children to help them make as much progress as possible. As a result, all children are deeply engaged in their play.
For instance, they concentrate on making key rings using leaves and twine for their new school bags. Children take part in superb discussions about going to school, which helps to ease any anxieties they may be feeling.Partnerships with parents are excellent.
Parents are extremely complimentary about the setting. They say that staff have gone over and beyond to support them during the COVID-19 (coronavirus) pandemic. Parents express their gratitude for the broad range of activities that they could do at home during times of closure.
They say that staff give them regular feedback either in person or electronically, which they find extremely valuable.Children have a wealth of opportunities to learn about differences and the wider world. They take part in events to celebrate special occasions that are important to them.
Children also learn about people who are less fortunate than themselves and successfully raise funds for them. Staff organise exciting events, such as visiting theatre groups, for children to have new experiences.
The arrangements for safeguarding are effective.
Leaders and staff have an excellent understanding of the procedures to follow if they have any concerns about children’s welfare. Staff are also well aware of signs or changes in behaviour that may point to radicalisation or extremism. There are thorough recruitment processes and prompt training for all staff.
The ongoing supervision meetings help to ensure that staff’s child protection knowledge is up to date and that they are consistently suitable for their roles. Staff assess risks constantly, making sure that children can play and explore safely. Children know how to keep safe when they use the fire pit and confidently recall the rules that they need to follow.